Academic literature on the topic 'The nature of teachers' work'
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Journal articles on the topic "The nature of teachers' work"
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Mudau, Awelani V., and Ramodungoane Tabane. "PHYSICAL SCIENCE TEACHER’S PERSPECTIVES OF THE TYPES AND NATURE OF PRACTICAL WORK." Journal of Baltic Science Education 14, no. 3 (June 25, 2015): 327–38. http://dx.doi.org/10.33225/jbse/15.14.327.
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This is an empirical qualitative interpretative multiple case study, which was guided by the question; what are the teacher’s perspectives of the types and nature of practical work? Document analysis and interviews were used for data collection. The results show firstly, that teachers held faulty perceptions of the nature of practical work. Secondly, the teachers’ individual definition of practical work contradicted their own perceptions of the nature of practical work. The faulty perceptions held by teachers influence outcome of the practical work to such an extent that some output only result through chance. Explanations and possibilities for the resultant perceptions are discussed. This paper recommends that science clubs and cluster group collaborations might aid methodological and contextual understandings and practices amongst teachers. Further research opportunities on ways and strategies of conducing practical work within contextual inhibitors are suggested. Key words: contextual inhibitors, practical work, procedural understanding, substantive understanding, teacher perception.
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Zubrzycka-Maciąg, Teresa. "Implementation of solution-focused approach in teacher’s educational work." Problemy Opiekuńczo-Wychowawcze 604, no. 9 (November 30, 2021): 38–48. http://dx.doi.org/10.5604/01.3001.0015.5790.
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For many teachers working at school means solving problems of a various nature. These problems are often associated with teaching difficulties, and even more often with educational issues caused by students. When focussing on problems, teachers experience a sense of work overload, disappointment and stress, or a sense of helplessness and lack of empowerment. The paper presents an alternative, novel approach to teacher’s work. Instead of an in depth examination of problems, the solution-focussed approach redirects the teacher’s greater attention to searching for exceptions from existing problems and developing aspects which enable students to function effectively at school, to student’s achievements and resources. The article presents the theoretical assumptions of solution-based education and its possible use by the teacher in work with the student and the whole class.
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Detyna, Beata. "Teacher – dilemmas related to performance of a professional role." Pedagogika. Studia i Rozprawy 28 (2019): 57–71. http://dx.doi.org/10.16926/p.2019.28.05.
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In the course of the research carried out by the author, taking into account the extremely complex and multifaceted nature of teachers’ work, the thesis was accepted that regardless of the type of schools in which teachers work, they struggle with various dilemmas. However, the number and “strength” of these dilemmas increases with the need for the implementation of the teacher to fulfill the role of educator. Presentation of dilemmas chosen by the author related to the teacher’s professional role was accepted as the main goal of this study. In confirmation of the accepted thesis, they allowed the author: literature review on pedeutology, own experience related to work as an academic teacher and interviews with many teachers of primary, middle and high schools. Numerous conversations with teachers have confirmed the correctness that the higher the level of education, the teachers report fewer dilemmas regarding the implementation of their professional role. Reflections on dilemmas concerning the role of teachers are interdisciplinary in the author’s opinion –they are inseparably connected with transformations of economic, legal, cultural, social, demographic and psychological nature, etc.
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Pekas, Monette G., Reynald Alfred A. Recede, Mark A. Castro, and Mona P. Dela Cruz. "The Nature and Correlates of Pandemic/Lockdown Fatigue: A Cross-Sectional Explanatory Study." International Journal of Multidisciplinary: Applied Business and Education Research 3, no. 5 (May 14, 2022): 904–9. http://dx.doi.org/10.11594/ijmaber.03.05.16.
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Lockdown fatigue due to the pandemic transpires when individuals are asked to make behavior changes over a long period of time. This experience is considered to be difficult than short-term changes. Similar to any other deviations in lifestyles, people can follow the new rules for a short period of time. Teachers and personnel in the academe were not exempted from this dilemma. Researches revealed that pandemic fatigue significantly affects the teacher’s psychological well-being. Results showed that in terms of the definite work, due to the online distance learning format, teachers experience struggle with technological concerns and issues during their online teaching which leads to the feeling that the work duty is increasingly difficult and the work pressure is ever-increasing. Teachers during the pandemic felt very exhausted of all the webinars, writing modules and checking outputs both online and offline. Fatigue connected with COVID-19 can have implications on teachers’ capacities to teach efficiently and deliver emotional support for students. In spite of the difficulty and disturbances, strategic and goal-oriented teaching must still continue. Future researchers may focus on respondents specifically those who currently have a full-time work as a teacher and simultaneously work as a full-time mother teaching their own children.
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Fejgin, Naomi, Nevat Ephraty, and David Ben-Sira. "Work Environment and Burnout of Physical Education Teachers." Journal of Teaching in Physical Education 15, no. 1 (October 1995): 64–78. http://dx.doi.org/10.1123/jtpe.15.1.64.
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This paper presents an analysis of the nature of physical education teaching and reports a study of work environment factors relating to burnout in a sample of physical education teachers in Israel. Based on teachers’ responses to a questionnaire, a factor analysis of 80 items describing work conditions found 15 factors to explain 57% of the variance in the work environment. In a multiple regression of all variables in the model on burnout, none of the personal or occupational variables entered the equation. However, 3 of 15 factors describing work conditions affected teacher burnout: Low Remuneration (β = .359), Bureaucratic Limitations (β =211), and Role Limitations (β = .204). These factors include some items common to all teachers but also point at some problems related to the unique nature of physical education teaching, such as social isolation, role conflict, lack of diverse activities, and lack of opportunity for self-development.
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Madalińska-Michalak, Joanna, and Milosh Raykov. "The Changing Nature of Work and a Need to Prepare Teachers for Involvement in Innovative Work During and After the Pandemic." Labor et Educatio 8 (2020): 151–68. http://dx.doi.org/10.4467/25439561le.20.008.12999.
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The article presents a study which main objective was to expand knowledge on teachers’ experiences, readiness, and conditions for effective reaction to significantly changed social circumstances and conditions of their work. The study was performed amongst primary and secondary teachers in Poland, using a proprietary online survey. The study found that the majority of teachers have access to the required equipment and traditional educational resources. However, a significant number of teachers still need recourses required for the distance education. The study also found that the majority of teachers feel very well or adequately prepared for work in new conditions. Yet, a considerable number of teachers still indicate a need for additional training and support, although a vast majority of them are intensively involved in various forms of innovative work and self-directed learning. On a basis of the study results, the authors recommend a number of topics and directions for pre-service teacher education at universities and continuous professional development. These recommendations can contribute to the quality of education during the COVID-19 pandemic and in postpandemic conditions.
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Kareepadath, Vishnu Prakash. "Critical pedagogy in practice: A case study from Kerala, India." Journal of Pedagogy 9, no. 2 (December 1, 2018): 33–54. http://dx.doi.org/10.2478/jped-2018-0010.
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Abstract Analysing teaching-practice offers an opportunity to answer questions like what is critical to making a pedagogy democratic, what are the factors that support a teacher to be critical in her teaching? Or what restricts the teacher in being critical in her work? This paper seeks to address some of these questions by presenting the findings of an investigation into the practice of teachers who are committed to the idea of critical pedagogy. The scope of the study is limited to understanding the critical aspects that are related to the teacher’s work within the classroom. The paper analyses the theoretical arguments that are relevant to critical pedagogy in relation to teachers’ practices as they emerged during the study. The study, conducted in the South Indian state of Kerala, reveals that teacher subjectivity and schooling situations interact in a dialectical fashion to shape the nature of classroom teaching. The political subjectivity of the teachers, shaped by their close interaction with the Kerala Science Literature Movement (KSSP) makes their pedagogy critical in nature. On the other hand, the standardized curriculum and mechanically disciplined school environment continuously challenge the teachers’ efforts at being critical in their work.
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Ican, Ican, Yasir Arafat, and Destiniar Destiniar. "The Influence of Principal Leadership and Work Commitment on Professionalism of Primary School Teachers." Edunesia : Jurnal Ilmiah Pendidikan 2, no. 2 (February 8, 2021): 333–41. http://dx.doi.org/10.51276/edu.v2i2.130.
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This study aims to determine the influence of principal leadership and work commitment to the professionalism of primary school teachers. The formulation of the problem in this study, namely (1) how is the influence of the principal leadership on teacher professionalism?, (2) how is the influence of work commitment on teacher professionalism?, (3) how is the influence between principal leadership and teacher work commitment to teacher professionalism. This study uses a quantitative approach with an ex post facto design. This research is looking for systematic empirical data and in this study the researcher can’t directly control the independent variables because the events have occurred and according to their nature can’t be manipulated. This study places the influence of principal leadership and teacher work commitment to the professionalism of primary school teachers in Cokroaminoto cluster, Semidang Aji District, OKU Regency. The results of the descriptive analysis show that the performance of the Cokroaminoto cluster primary school teachers in good category of 65.5%, that’s, the mean or average score is 61.4155 which in 52–63 interval. The results of the descriptive analysis show that the professionalism of teachers in the professional category of teachers in carrying out their duties is 77.5%. However, there are still teachers whose professionalism is in the quite professional category at 12.0% and even there are still teachers who are less professional in carrying out their duties by 2.8%, this is reflected in the indicator that teachers do not master the methods and evaluation of learning outcomes. Based on the results of multiple regression analysis, the regression equation line Y = 18.668 + 0.260X1 + 0.472X2 is obtained. These results indicate that this positive sign is in accordance with the theory and can be interpreted that the principal leadership and teacher professionalism are good, so the teacher's performance will be good too.
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Lyons, Nona. "Dilemmas of Knowing: Ethical and Epistemological Dimensions of Teachers' Work and Development." Harvard Educational Review 60, no. 2 (July 1, 1990): 159–81. http://dx.doi.org/10.17763/haer.60.2.v71123u7768r47w6.
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In this article Nona Lyons explores the nature and meaning of the dilemmas teachers encounter in their classrooms as they, along with their students, respond to and interpret the tasks of learning. Through analyses of teacher narratives, Lyons reveals how the teachers' perspectives toward knowledge and their view of themselves and of their students as knowers enter into their work and can at times be part of their development. In taking up these epistemological issues, Lyons illuminates features of the student-teacher relationship and offers an alternative perspective to current discussions about teachers' knowledge.
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Pekmez, Esin Sahin, Philip Johnson, and Richard Gott. "Teachers’ understanding of the nature and purpose of practical work." Research in Science & Technological Education 23, no. 1 (May 2005): 3–23. http://dx.doi.org/10.1080/02635140500068401.
Full textDissertations / Theses on the topic "The nature of teachers' work"
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McPherren, Ann C. "An analysis of faculty workload and the nature of faculty work assignments in small public and private institutions of higher education." Virtual Press, 1992. http://liblink.bsu.edu/uhtbin/catkey/861381.
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The study was designed to compare faculty workload systems used by Christian College Coalition schools and their counterparts in public higher education. Research into the relationships between the nature of institutional ownership (public versus private), the existence of a labor management agreement, and faculty workload hours also was performed.Eighty-six percent of respondents use a semester hours system for accounting faculty workload. While chi-square analysis (.05 level) indicated that unionized schools are more likely to be public institutions, faculty hour assignments or the number of faculty activities granted load credit were not found to differ significantly based on unionization.Faculty hour workload assignments in public and private colleges were not found to be significantly different (.05 level). While the sample contained only institutions with a 1991 full-time equivalent enrollment of 3,000 or less, a negative correlation (R= -.2157) between enrollment and faculty workload was found. On average, responding institutions give quantitative load credit for seven activities other than teaching, such as, student teacher supervision, administrative assignments, coaching, and department chairmanship.3Department of Educational Leadership
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Meier, Lori T. "Questioning the Problematic Nature of School Culture in Elementary Teacher Education." Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etsu-works/5882.
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This paper explores the role of school culture as embodied by elementary teacher preparation in relationship to humanizing pedagogies. Further, it explores how the school culture of elementary teacher preparation can be experienced as an oppressive force towards identity formation and humanization for students who position themselves outside of the conventional norms of the field and traditionally accepted membership criteria. A brief play in three acts shares anecdotes from students who consider themselvesin the margins of elementary teacher preparation with recommendations for teacher educators seeking to humanize the elementary teacher preparation curriculum and experience to be inclusive of all students.
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Meßmann, Gerhard [Verfasser], and Regina [Akademischer Betreuer] Mulder. "Innovative work behaviour: Investigating the nature and facilitation of vocational teachers‘ contributions to innovation development / Gerhard Meßmann. Betreuer: Regina Mulder." Regensburg : Universitätsbibliothek Regensburg, 2012. http://d-nb.info/1027410154/34.
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Meiring, Leslie Frank. "The development of a typology of science teachers' views on the nature of science and science practical work: an evaluative pilot study." Thesis, Rhodes University, 1995. http://hdl.handle.net/10962/d1007607.
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Many theories on the nature of science and the nature of learning have been proposed. In particular, two theoretical orientations have been identified as having a decisive impact on activities in the school science classroom, namely "Inductivism" and "Constructivism". Inductivism views observations as objective, facts as constants and knowledge as being obtained from a fixed external reality. The constructivist view sees all knowledge as "reality" reconstructed in the mind of the learner. Each view predisposes certain orientations towards the science curriculum and within it particularly to assessment. It is postulated that teachers' views on science will influence how they teach and assess it. An "inductivist" teacher is more likely to reward certain approved responses from learners whereas a "constructivist" teacher is more likely to attend to learners' unique observations as evidence of their thinking. In this study a questionnaire was developed in an attempt classify science teachers according to their views on the nature of science and learning, and during this process encourage them to reflect on these views. It is hoped that the instrument could measure any changes in teacher's views as a result of the teachers becoming more reflective practitioners over time. Research indicates that the majority of teachers have a predominantly inductivist view of science. The study confirmed the results of other researchers by showing that a majority of non-tertiary science educators could be classified as being strongly inductivist. However, the overall proportion of these teachers was not as high as expected. Of possible concern was the indication that the strongly constructivist group showed very strong inductivist tendencies when assessing written tests which involved pupils' responses to laboratory observations.
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Oliveira, Maíra dos Santos. "Atividade docente no capitalismo: uma análise da produção acadêmica a partir da categoria trabalho." Pós-Graduação em Serviço Social, 2013. https://ri.ufs.br/handle/riufs/6228.
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The research present have study object ´´the nature of the teaching activity performed in capitalism`` and has as its general objective: "to analyze the teaching activity carried on in the capitalist mode of production, from the work category, in order to verify how it is being discussed the nature of this activity in academic productions". This is a literature whose sources are secondary. Appropriates historical and dialectical materialism as a method, which involves asserting that reality is the starting point of the whole analysis. The chapters presented deal with the development of human sociality process whose central category is the work, the resulting changes to the capitalist mode of production, addressing two central categories to understand it today: productive and unproductive labor. Approach the nature of teaching activity from these categories and dialogue with the academic productions that deal with this theme and are available at the Bank of CAPES thesis. The research allows to characterize the teaching activity as a situated action in the list of secondary teleological positions; argue that although it is employed, the teacher is not productive worker, since it does not produce nor asset value, and assert that there is only one nature of teaching activity determinations suffering differentiated depending on the sphere to which it is subjected.A presente pesquisa tem como objeto de estudo a natureza da atividade docente exercida no capitalismo e apresenta como objetivo geral: analisar a atividade docente exercida no modo de produção capitalista, a partir da categoria trabalho, no sentido de verificar como está sendo discutida a natureza dessa atividade nas produções acadêmicas . Trata-se de uma pesquisa bibliográfica cujas fontes são secundárias. Apropria-se do materialismo histórico-dialético como método, o que implica afirmar que a realidade é o ponto de partida de toda a análise. Os capítulos apresentados versam sobre desenvolvimento do processo de sociabilidade humana cuja categoria central é o trabalho, as modificações advindas com o modo de produção capitalista, tratando de duas categorias centrais para compreendê-lo na atualidade: trabalho produtivo e improdutivo. Abordam a natureza da atividade docente a partir dessas categorias e dialogam com as produções acadêmicas que tratam da temática e se encontram disponibilizadas no Banco de Teses da CAPES. A pesquisa possibilita caracterizar a atividade docente como uma ação situada no rol das posições teleológicas secundárias; argumentar que embora seja assalariado, o docente não é trabalhador produtivo, visto que não produz valor nem tampouco mais-valia; e afirmar que somente há uma natureza da atividade docente que sofre determinações diferenciadas a depender da esfera a que esteja submetida.
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Gyllenpalm, Jakob. "Teachers' Language of Inquiry : The Conflation Between Methods of Teaching and Scientific Inquiry in Science Education." Doctoral thesis, Stockholms universitet, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-42694.
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The objective of this thesis is to describe and analyse customs of science teaching in secondary schools and teacher education programmes in Sweden in relation to the notion of “inquiry” in science education. The main focus is on customs of language use and the educational goal of learning about scientific inquiry as distinct from the related goals of learning to do inquiry and learning canonical science content. There is also an exploration and description of different teaching approaches associated with “inquiry”. Previous research has noted that a key issue for reaching the goal of learning about scientific inquiry is the extent to which teachers are able to guide students to explicitly reflect upon this topic. A prerequisite is that teachers give students access to relevant categories of language for explicit reflection on the characteristics of scientific inquiry. Because of the situated nature of language use and learning, this also raises the need to address topics of context, culture and customs in science education. This thesis addresses the questions of how existing customs of teaching science are related to the goal of learning about scientific inquiry, how inquiry-related terminology is used in this context, and how relevant distinctions can be made to aid explicit reflection on these issues. Data has been collected in two studies and analysed and presented in four papers. Study 1 is based on interviews with twelve secondary school science teachers, and Study 2 is based on focus group interviews with 32 pre-service teacher students. The results include a description of the existing customs of inquiry-oriented instructional approaches in Swedish secondary schools. They show that these are often not connected with an explicit focus on teaching about the characteristics of scientific inquiry. Inquiry-related terminology is analysed with a focus on the role and use of the terms “hypothesis” and “experiment”. Based on a theoretical framework of sociocultural and pragmatist views on language and learning, it is shown how the use of these terms, both in secondary schools and teacher education, tend to conflate the two categories methods of teaching and methods of scientific inquiry. Some problematic consequences for reaching the goal of learning about scientific inquiry are discussed, as well as possible origins of the problems and how the results from this thesis can be useful in overcoming these.At the time of the doctoral defense, the following papers were unpublished and had a status as follows: Paper 3: Submitted. Paper 4: Submitted.
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Blom, Ida, and Raime Amin. "Vi säger samma sak, men vi menar olika saker : Sex förskolepedagogers upplevelser av kommunikation med föräldrar med ett annat modersmål än svenska." Thesis, Högskolan i Halmstad, Akademin för hälsa och välfärd, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-34773.
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Arbete tar upp relationen mellan förskolepedagoger och föräldrar med ett annat modersmål än svenska och undersöker pedagogernas upplevelser av denna typ av kommunikation. Frågeställningarna i denna undersökning är ” I vilka situationer upplever pedagogerna kommunikationen brister? ” och ”Vilka åtgärder finns i situationer där kommunikationen brister? ” samt ” Hur upplever pedagogerna den egna kompetensen i kommunikationen med föräldrar med ett annat modersmål än svenska? Resultaten visar att den egna kompetensen brister när pedagogerna möter dessa föräldrar och flertalet pedagoger saknar detta i sin utbildning. Empirin är baserat på semi-strukturerade intervjuer med sex förskolepedagoger på kommunala förskolor i Storstockholm. Materialet är analyserat genom en kvalitativ tematisk analys där olika teman togs fram och som presenteras i resultatkapitlet. Arbetets teoretiska utgångspunkter som resultatet analyseras utifrån är det sociokulturella perspektivet och symbolisk interaktionism. Den vetenskapsteoretiska utgångspunkten är ett socialkonstruktivistiskt perspektiv. Eftersom resultaten visar att förskolepedagogerna anser att deras egen kompetens inte är tillräcklig och skulle önska mer fokus på kommunikation med föräldrar under utbildningen, är ett förslag till praktiska insatser att utveckla utbildningen till att möta detta.
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Linder, Linn. "Pedagogers syn på utomhuspedagogik." Thesis, Södertörns högskola, Lärarutbildningen, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-5366.
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The purpose of the research is to find out how the teacher of the pre-school looks at the value of the nature Pre-school. To get an understanding of what the nature pre-school enviorment can bring, we are talking about learning, knowledge, and experience combined with the everyday lessons learned from the natural world. The research is a stepping stone on the pre-school teacher’s thoughts and reflections of what a nature pre-school is. This is grounded in a view of how having options for alternative schools lead to wider research, and all conclusions where formed after multiple interviews and analysis. The results showed that the teachers involved are very positive to the nature pre-school environment and learning process. They see many opportunities for the children’s growth from this learning experience. Nature is the classroom for teaching and learning and creates opportunities for the children to use all the senses, and find out how things work and connect with each other. In the interaction between the children and the teacher they are able to take advantage in developing gross and fine motor skills, with the understanding and the connection between the animal and growth in the nature. All this information they take in from this experience is a valuble tool to be used all through out there life’s.
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Högström, Per. "Laborativt arbete i grundskolans senare år : lärares mål och hur de implementeras." Doctoral thesis, Umeå universitet, Matematik, teknik och naturvetenskap, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-20628.
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Laboratory work is considered important for student achievements in science education. This thesis will contribute with increased knowledge about lab work in science education in Swedish secondary school. The main purposes are to describe secondary school science teachers’ objectives for lab work and to describe how these objectives are implemented during laboratory exercises. The thesis shows and discusses, from a teacher perspective, the complexity involved in lab work.The thesis is comprised of four papers based on empirical analysis of teacher interviews, laboratory manuals and laboratory exercises. Two interview studies identified which objectives the teachers consider important and compared these to international studies. Two case studies identified how the teachers’ objectives are put forward during lab work and what factors are important for the implementation of objectives.The results from the interview studies show that Swedish secondary school science teachers express general objectives including the development of students’ understanding of concepts and phenomena, of their interest in science and ability to think and reflect upon labwork. This is to a large extent in accordance with objectives identified in international studies. However, when the teachers describe specific laboratory exercises they emphasize the activity and the laboratory skills. Some of the teachers describe lab work that includes scientific inquiry but not specifically, knowledge about the nature of science. Scientific inquiry was mostly used to develop interest in science and not to develop knowledge about how to systematically investigate phenomena in nature. The teachers express their objectives differently in different contexts. The laboratory manuals mostly put forward objectives to help students identify objects and phenomena and to learn facts, which is not always in accordance with the teachers objectives. Results from the case studies show that the teachers’ objectives do not always correspond to the students’ views of important things to learn. It is not obvious that lab work in itself make students understand a certain scientific content, they need help to “see what is intended to be seen”. Interactions between the teacher and the students are important to help students perceive the teacher’s objectives. Many interactions have a starting point in the laboratory manuals, and if the objectives in the manual correspond to the teacher’s objectives it makes it easier for both the students and the teacher to reach the intentions for the laboratory exercise. Implications for science teaching are discussed.Att laborationer har en naturlig och central plats i naturvetenskaplig undervisning håller de flesta med om men hur stor vikt svenska grundskollärare lägger på det laborativa arbetet och dess betydelse för elevers lärande i naturvetenskap är inte klarlagt. Denna avhandling ska ge ytterligare kunskap om det laborativa arbetet i svensk grundskola. Avhandlingen har två huvudsyften. Det ena är att ge en beskrivning av de mål för laborativt arbete som lärare i den svenska grundskolans senare år anser viktiga. Det andra är att beskriva hur laborationer som genomförs i skolpraktiken förverkligar de uppsatta målen. Avhandlingen uppmärksammar och diskuterar det laborativa arbetets komplexitet utifrån ett lärarperspektiv.De fyra delstudierna bygger på empiriska undersökningar av intervjuer med lärare, deras laborationsinstruktioner och av det laborativa arbetets genomförande. I två intervjustudier analyseras vilka mål som anses viktiga och hur dessa förhåller sig till internationell forskning om mål med laborationer. I två fallstudier analyseras hur lärarens mål framträder under det laborativa arbetet och vilka faktorer som har betydelse för hur målen implementeras.Resultaten från intervjustudierna visar bland annat att lärare i den svenskagrundskolan uttrycker generella mål för laborativt arbete som att eleverna skautveckla sin förståelse av naturvetenskapliga begrepp och fenomen, sitt intresse för naturvetenskap, och sitt reflekterande över laborativt arbete. Detta överensstämmer i stor utsträckning med mål som framträder i internationella undersökningar. När lärarna talar om specifika laborationer betonar de istället själva aktiviteten och de laborativa färdigheterna. Lärarna uttrycker således sina mål olika i olika sammanhang. Lärarna erbjuder laborationer där undersökande arbete förekommer men de utnyttjar inte laborationerna till att skapa förståelse av naturvetenskapens karaktär. Det undersökande arbetet utnyttjas främst för att öka intresset för naturvetenskap och inte för att ge kunskap om metoder för naturvetenskapliga undersökningar. Laborationsinstruktionerna innehåller i stor utsträckning mål för att hjälpa elever att identifiera objekt och att lära sig fakta. Instruktionernas mål stämmer inte alltid överens med lärarnas mål med laborationerna. Resultaten från fallstudierna visar att lärarna ofta har fler mål med laborationerna än de som kommer fram under genomförandet och att lärarnas mål inte alltid överensstämmer med vad eleverna uppfattar som viktigt. Det är inte självklart att det laborativa arbetet i sig medför att eleverna förstår ett visst naturvetenskapligt innehåll, eleverna behöver hjälp att ”se vad som är avsett att se”. Interaktionerna mellan lärare och elever och mellan elever och elever är mycket viktiga för att eleverna ska uppfatta målen. Mycket av interaktionerna tar sin utgångspunkt i laborationsinstruktionen. Om målen i denna överensstämmer med de mål läraren vill eftersträva underlättar det både för läraren och för eleverna. I avhandlingen diskuteras konsekvenser för undervisningen.
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Jansson, Sandra, and Nathalie Larsson. "Undersökande arbete i NO : En studie om hur lågstadielärare som arbetar med NTA jämfört med andra lärare uppfattar undervisning med ett undersökande arbetssätt." Thesis, Karlstads universitet, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-84971.
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Syftet med denna studie är att bidra med ökade kunskaper om hur lärare använder och uppfattar undersökande arbete samt undersöka om det finns några skillnader beroende på om de använder sig av NTA-materialet eller inte. Dataempirin samlades in genom semistrukturerade intervjuer från tio lågstadielärare där hälften använde sig av NTA-materialet. Resultatet visar att det inte är några större skillnader mellan de två grupperna i varför lärare använder sig av ett undersökande arbete och vad eleverna ska lära sig. Skillnaderna fanns främst i hur lärarna använder sig av undersökande arbete och vilka förutsättningar som finns på skolan för att arbeta undersökande. Det fanns ett tydligt samband mellan hur de arbetade och lärarnas engagemang och intresse. Lärarnas yrkeserfarenhet och ämneskunskap visade sig även ha en stor betydelse vid användningen av arbetsmetoden.The purpose of this study is to contribute with increased knowledge of how teachers use and perceive inquiry-based work methods as well as to see if there are any differences depending on if they use the NTA-material or not. The data was collected through qualitative interviews where ten primary school teachers were interviewed. The results shows there are no major differences in why teachers use inquiry-based work methods and/or what students will learn when the methods are used. The differences rather appeared in how the teachers used the inquiry-based work methods and what type of prerequisites that are available. Furthermore, there was a strong correlation between what methods they used and the teacher’s engagement. Lastly the teachers professional experience and subject knowledge proved to have a significant meaning when using the work method.
Books on the topic "The nature of teachers' work"
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Connell, Raewyn. Teachers' work. Sydney: Allen & Unwin, 1985.
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Scholastic Inc. Nature guides: Managing information: gathering and using information help us understand and describe the natural world : literacy-at-work book : annotated teacher's edition. New York: Scholastic Inc., 1996.
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Kenney, Karen Latchana. Teachers at work. Edina, Minn: Magic Wagon, 2009.
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Neill, S. R. St. J. 1945-, ed. Primary teachers at work. London: Routledge, 1994.
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Neill, S. R. St. J. 1945-, ed. Secondary teachers at work. London: Routledge, 1994.
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Day, Christopher. Teachers’ Worlds and Work. Edited by Christopher Day. Abingdon, Oxon ; New York, NY : Routledge, 2017.: Routledge, 2017. http://dx.doi.org/10.4324/9781315170091.
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Li, Zhan. Language Teachers at Work. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-5515-2.
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Kimonen, Eija, and Raimo Nevalainen, eds. Transforming Teachers’ Work Globally. Rotterdam: SensePublishers, 2013. http://dx.doi.org/10.1007/978-94-6209-470-3.
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Thompson, Paul. The Nature of Work. London: Palgrave Macmillan UK, 1989. http://dx.doi.org/10.1007/978-1-349-20028-3.
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Russell, Helen Ross. Ten-minute field trips: A teacher's guide to using the school for environmental studies. 3rd ed. Arlington, Va: NSTA Press, 2001.
Find full textBook chapters on the topic "The nature of teachers' work"
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Scanlon, Lesley. "The nature of teachers’ work." In The Role of Research in Teachers’ Work, 24–41. Abingdon, Oxon ; New York, NY : Routledge, 2018. | Series: Routledge research in education: Routledge, 2018. http://dx.doi.org/10.4324/9781315204154-3.
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Scanlon, Lesley. "The nature of educational knowledge." In The Role of Research in Teachers’ Work, 13–23. Abingdon, Oxon ; New York, NY : Routledge, 2018. | Series: Routledge research in education: Routledge, 2018. http://dx.doi.org/10.4324/9781315204154-2.
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McCallum, Faye. "The Changing Nature of Teachers’ Work and Its Impact on Wellbeing." In Critical Perspectives on Teaching, Learning and Leadership, 17–44. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-6667-7_2.
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Oplatka, Izhar. "The Dynamic Nature of Emotions in Educational Leadership: Lessons from the Career Stories of Israeli Late-Career Principals." In New Understandings of Teacher's Work, 187–203. Dordrecht: Springer Netherlands, 2011. http://dx.doi.org/10.1007/978-94-007-0545-6_12.
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Jones, Stacey E., and Corinne A. Green. "The Current Nature of Australian School-University Partnerships: A Literature Review." In Work-Integrated Learning Case Studies in Teacher Education, 61–79. Singapore: Springer Nature Singapore, 2023. http://dx.doi.org/10.1007/978-981-19-6532-6_6.
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Treacy, Danielle Shannon, Sapna Thapa, and Suyash Kumar Neupane. "“Where the Social Stigma Has Been Overcome”: The Politics of Professional Legitimation in Nepali Music Education." In The Politics of Diversity in Music Education, 119–32. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-65617-1_9.
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AbstractThis chapter explores the actions musician-teachers in the extremely diverse and complex context of the Kathmandu Valley imagine that might hold potential for contesting and altering processes of marginalisation and stigmatisation in Nepali society. The empirical material was generated in 16 workshops involving 53 musician-teachers and guided by the Appreciative Inquiry 4D model (e.g. Cooperrider et al. Appreciative inquiry handbook: for leaders of change. Crown Custom, Brunswick, 2005). Drawing upon the work of Arjun Appadurai, we analysed the ways in which engaging the collective imagination (1996) and fostering the capacity to aspire (2004) can support musician-teachers in finding resources for changing their terms of recognition. We identified five actions that musicians and musician-teachers take to legitimise their position in Nepali society: (1) challenging stigmatised identities, (2) engaging foreignness, (3) advocating academisation, (4) countering groupism, and (5) promoting professionalisation. We argue that these actions suggest the need for music teachers to be able to ethically and agentively navigate both the dynamic nature of culture and questions of legitimate knowledge, which may be fostered through an emphasis on professional responsibility (Solbrekke and Sugrue. Professional responsibility: new horizons of praxis. Routledge, New York, 2011) in music teacher education.
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Yun, Young Soon, and Kyu Soo Kim. "Cultural Awareness of Native English Teachers Who Work at Regular Kindergartens in Korea." In Communications in Computer and Information Science, 226–32. Berlin, Heidelberg: Springer Berlin Heidelberg, 2012. http://dx.doi.org/10.1007/978-3-642-35251-5_31.
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Jordan, Cathy, and Louise Chawla. "A Coordinated Research Agenda for Nature-Based Learning." In High-Quality Outdoor Learning, 29–46. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-04108-2_2.
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AbstractEvidence is mounting that nature-based learning (NBL) enhances children’s educational and developmental outcomes, making this an opportune time to identify promising questions to carry research and practice in this field forward. We present the outcomes of a process to set a research agenda for NBL, undertaken by the Science of Nature-Based Learning Collaborative Research Network, with funding from the National Science Foundation. A literature review and several approaches to gathering input from researchers, practitioners and funders resulted in recommendations for research questions and methodological improvements to increase the relevance and rigor of research in this field. Some questions seek to understand how learning in nature affects what children learn, how they learn, and how it varies based on age, gender, socioeconomic status, ethnic background, special needs and individual differences. Outcomes of interest cover academic performance, practical skills, personal development, and environmental stewardship. Other questions seek to find causal explanations for observed outcomes. To create optimal conditions for NBL, the research agenda includes practical questions about how to prepare teachers to work successfully in nature and how to support their adoption of this approach. Not least, the research agenda asks whether learning in nature can address major societal issues by moderating the effect of socioeconomic disadvantage on children’s academic achievement, personal development and wellbeing, and how these benefits might be attained at reasonable costs. A deeper understanding of how, why and for whom different forms of nature contact enhance learning and development is needed to guide practice and policy decision-making.
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Laine-Frigren, Tuomas. "Traumatized Children in Hungary After World War II." In Palgrave Studies in the History of Experience, 149–76. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-84663-3_6.
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AbstractThis chapter examines how children’s wartime suffering was culturally constructed in postwar Hungary. Laine-Frigren uses a wide variety of source materials, such as published expert discourse, journalism and ego documents to explore how children’s suffering was interpreted and worked upon in different contexts, how the processes of healing were understood, and what kind of political meanings were attributed to children’s traumas. The particular focus is on the agency of people who did actual practical work with children, such as psychologists, teachers and civil society activists. The chapter suggests a multiplicity of responses to childhood trauma, from abstract and future-oriented policy-talk to teachers and psychologists promoting specific ways of healing such as offering children moments of joy, taking them on nature trips and exploring poetry.
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Schumann, Svantje. "Investigating Experiences of Nature: Challenges and Case-Analytical Approaches." In High-Quality Outdoor Learning, 349–65. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-04108-2_20.
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AbstractBased on methodological considerations with regard to the challenges which arise with the analysis of the potentials of nature experience, a case study is examined: the excursion of a teacher with her second grade class to an industrial wasteland. The aim is to learn about plants there. The case study shows that the teacher basically has a positive attitude towards research, has a good perception of the children’s learning processes and is very clearly aware of the educational value of emotional, social and aesthetic experiences. In addition, she succeeds in responding to the needs of the children and the external circumstances in a spontaneous and appropriate, context-dependent manner. Interestingly, however, she ‘hides’ behind ‘common’ constructs (e.g. the ‘increase in knowledge’) in her argumentation regarding the format of nature experience. The most plausible assumption and thus hypothesis is that the teacher doubts the acceptance or the significance of her conception of learning. Finally, I present the arguments for the potentials of nature experiences for personal development. In addition, I show how important it is that the schools promote real-life encounters with natural phenomena. This enables authentic personal development and counteracts forces currently at work that lead to a decline in real-life experiences in nature.
Conference papers on the topic "The nature of teachers' work"
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Barioglio, Caterina, and Daniele Campobenedetto. "Doctor Jekyll and Architect Hyde: Investigating the Double Nature of Architectural Teachers Within Polytechnic Schools." In 2019 ACSA Teachers Conference. ACSA Press, 2019. http://dx.doi.org/10.35483/acsa.teach.2019.19.
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Since the foundation of polytechnic schools, design has been a critical feature of polytechnic culture, which aims at transforming the world. Herbert Simon (1969, 111) identified the main task of engineering schools in changing the existing situations into a different state with desirable features: Historically and traditionally, it has been the task of the science disciplines to teach about natural things: how they are and how they work. It has been the task of engineering schools to teach about artificial l things: how to make artefacts that have desired properties and how to design. Engineers are not the only professional designers. Everyone designs who devises courses of action aimed at changing existing situations into preferred ones. […] Design, so construed, is the core of all professional training; it is the principal mark that distinguishes the professions from the sciences. Although the concept of design is a site of common ground for poly-technic schools, how it is used and conceived of within the training of architects and engineers has been under discussion since the birth of the first engineering schools in France and Germany. Thus, this work is intended to look at the different epistemological assumptions held by the polytechnic institutions as a way to recognize common ground and differences among approaches to conceiving the design action in training and roles that teachers assume. In order to provide some interpretative elements to tackle these issues, this work is an analysis of different critical moments in the history of schools of architecture and engineering: the years from the French Revolution until the foundation of the Ecole des Beaux-Arts, and passing through the Bauhaus experience.
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Whitby, Greg, Maura Manning, and Gavin Hays. "Leading system transformation: A work in progress." In Research Conference 2021: Excellent progress for every student. Australian Council for Educational Research, 2021. http://dx.doi.org/10.37517/978-1-74286-638-3_11.
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Internationally, the COVID-19 pandemic has profoundly disrupted the education sector. While NSW has avoided the longer periods of remote learning that our colleagues in Victoria and other countries have experienced, we have nonetheless been provoked to reflect on the nature of schooling and the systemic support we provide to transform the learning of each student and enrich the professional lives of staff within our Catholic learning community. At Catholic Education Diocese of Parramatta (CEDP), a key pillar of our approach is to create conditions that enable everyone to be a leader. Following the initial lockdown period in 2020 when students learned remotely, we undertook an informal teacher voice piece with the purpose of engaging teachers and leaders from across our 80 schools in Greater Western Sydney to reflect on and capture key learnings. This project revealed teachers and leaders reported very high feelings of self-efficacy, motivation and confidence in their capacity to learn and lead in the volatile pandemic landscape. These findings raised the question: how do we enable this self-efficacy, motivation and confidence in an ongoing way? This paper documents the systematic reflection process undertaken by CEDP to understand the enabling conditions a system can provide to activate everyone to be a leader in the post-pandemic future and the key learnings emerging from this process.
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Erdmanis, Rihards, and Ivans Jānis Mihailovs. "Teacher as a Subject of Law in Legal Education Relationship." In 80th International Scientific Conference of the University of Latvia. University of Latvia Press, 2022. http://dx.doi.org/10.22364/htqe.2022.22.
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In Latvia, the essential legal aspects of the teacher’s professional activity have been little studied. In short, the relevance of the research and practical nature is not negative. Taking into account several difficult cases in the practice of educational institutions, as well as some legal proceedings in which teachers, educators and parents were involved, it follows from discussions about how the work of teachers, its content, rights, duties, and responsibilities both before and the Covid-19 pandemic are relevant. Although in Latvia, the number of teachers in general education schools has decreased over the past five years, at the same time, these schools form the largest number of teachers, i. e. 21,573 teachers (2020). There were only 2,424 (Official statistics of Latvia, 2021), teachers in vocational education institutions in 2020, and 11,430 teachers in preschool education in the 2019/2020 academic year (Ministry of Education and Science, 2020). That is why general education teachers are the focus of this study. The teacher is both a participant in the pedagogical process and a participant in legal relations. This means that teachers are an important subject of law, who fulfil their rights and obligations. The teacher, together with other subjects of law – the parents of the student, the head of the educational institution, support staff, etc. – are responsible for the result of the educational process. The teacher is involved in professional activities both in the field of children’s rights and in the field of labour, in constitutional and administrative law. Therefore, it is important to know the main rights, duties and responsibilities of a teacher and proposals for improving Latvia’s regulation of Education law.
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James, Angela. "BIOLOGICAL SCIENCES PRE-SERVICE TEACHERS' EXPERIENCES OF COVID-19 AS AN ENABLER FOR THEIR SERVICE-LEARNING PROJECTS." In SCIENCE AND TECHNOLOGY EDUCATION: DEVELOPING A GLOBAL PERSPECTIVE. Scientia Socialis Ltd., 2021. http://dx.doi.org/10.33225/balticste/2021.86.
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The newspaper headlines in July 2020, reflected the context of COVID-19 and the challenges in the education sector in South Africa. Pre-service teachers completing a Biological Sciences for Educations Research and Service-Learning module conducted their Service-Learning in their home contexts, which under normal times, they would do so in the neighbouring university contexts. The research question: Why did the Biological Sciences pre-service teachers' experience COVID-19 as an enabler for their Service-Learning projects. An interpretive, qualitative case study was adopted to explore the pre-service teacher’s experiences of their projects undertaken. The data gathering methods included document analysis (pre-service teacher’s reflective diaries); observation of module reflective sessions and seminar presentations and visual methodology (pre-service teachers made videos). The data analysis using descriptive content analysis. The research rigour of credibility and dependability were worked with, and the research ethics were considered. The results indicated that during the learning about the project, the pre-service teachers had emotional experiences of fear, excitement and even confusion. During the planning for the project, they had concerns about Covid-19 restrictions and access to placement sites, what to do, who to work with and the nature of the projects planned. The action of the Service-Learning indicated the collaboration and teamwork, imagination and creativity, including the contextually relevant problem-solving actions that were undertaken. Pre-service teachers were in their own communities where they excelled and built relationships and valued their community members. Service-Learning should be completed in the pre-service teacher’s home contexts for greater relevance, value and connectedness with their community. Keywords: biological sciences, case study, COVID-19 pandemic, pre-service-teacher education, service-learning
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Lukić, Jelena. "Kvalitet pitanja u TV školi u nastavi prirode i društva." In Nauka, nastava, učenje u izmenjenom društvenom kontekstu. University of Kragujevac, Faculty of Education in Uzice, 2021. http://dx.doi.org/10.46793/nnu21.563l.
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The aim of this paperis to determine the quality of TV classes World around us and Nature and Social Science,which were broadcasted on Radio Television of Serbia during the pandemic in the school year 2019/20. Although the work was indirect, so the immediate interaction between the teacher and student is missed. Therefore, teacher's questions were the way of establishing some kind of interaction in such classes organized in this manner. For this reason, we wanted to establish the types of questions that teachers were asking to students through small screens. Considering that the achievements of learning are based on Bloom's Taxonomy, we were analyzing sixteen TV classes and classified the questions the teachers asked according to cognitive area, on six educational levels. The results indicate that the most common were question within lower cognitive levels were (knowledge, understanding and application), and that there are no statistically significant differences in cognitive levels on questions asked between lower (1st and 2nd grade) and higher grades (3rd and 4th grade), on the other hand, on the classes of determination of educational content teachers were asking statistically significant quality questions compared to the classes of interpretation.
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Dietz, Dieter, Aurélie Dupuis, Julien Lafontaine Carboni, and Darío Negueruela Del Castillo. "A Performative Threshold Between Teaching Research and Practice: Atlas Poliphilo as Scaffold." In 2019 Teachers Conference. ACSA Press, 2019. http://dx.doi.org/10.35483/acsa.teach.2019.65.
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Hunches allow us to navigate in a trans-scalar world. Without them, teachers, researchers and practitioners would be left aimless.Hunches relate to the embodied and synthetic nature of the knowledge we produce, but also to its unfolding. Instead of denying importance of hunches or minimizing their impact, can we imagine to build a more apt framework for the kinds of encounters and negotiation they facilitate? Shall we do it within pre-existing academic and practical knowledge? Can we set up a pedagogical experience that sets a time and space to collectively integrate and share hunches, to experiment with them and to ultimately operationalize them in designerly or scientific manners? In this paper, we introduce and discuss our experience with Atlas Poliphilo, an experimental studio that runs its second iteration during the spring semester 2019. Neither a design studio nor a seminar, the Atlas sets up a framework for collaborative enquiry that further elaborates on them. The course gathers students from civil and environmental engineering together with students of architecture, and landscape architecture to work collaboratively for one semester. This experience is framed in our work on new visions for the trans-border Greater Geneva as one of the selected teams aiming at tackling its current social, economic and environmental challenges and constructing a framework to think and discuss its growth in the next 35 years.This interdisciplinary course addresses an alternative of perceiving and integrating the constitutive complexity of the territory and the intertwined trajectories of all its different agents. Departing from the situated experiences of the students within a given site of exploration, the course aims at carefully unfolding their many dimensions – the relational and performative aspects of involvement, bodily experience, environmental context and objects, individual and collective cultural frames – allowing to experiment with them and to render them explicit. This is grounded on the conviction that an ability to affect is reciprocated by a capacity of being affected.
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Najjar, Karim. "Action-Oriented Design Bridging the Gap between Teaching and Practice through the Application of Action-Oriented Design Methodology." In 2019 ACSA Teachers Conference. ACSA Press, 2019. http://dx.doi.org/10.35483/acsa.teach.2019.60.
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The current trend in architectural design pedagogy favors research and innovation that pushes the field into new territories by triggering exciting debates and encouraging new speculative design experimentation. This can be attributed to the enormous increase in the mobility and accessibility of information. Internet and mobility have overwhelmed our design studios with data from different cultures and technologies, thus providing limitless possibilities and opportunities to students and teachers alike. However, architectural practice on the ground is hardly capable of keeping up with the fast-paced nature of academic innovation today because the highly experimental and speculative approaches powering these designs do not often consider the reality of constraints posed by factors such as budget, program, construction feasibility, or building law. It therefore can be argued that there is a growing gap between academia and the profession in architecture today.This paper therefore aims to introduce and discuss the benefits of action-oriented design methodology as opportunity in bridging the gap between pedagogy and practice. Applied successfully to Design Impact Laboratory (DI-Lab) at the American University of Beirut, such models bring innovative conceptual design work to life through its context in academia. Established in 2016 with the purpose of allowing design innovation to inform community-based projects, DI-Lab has since involved over fifty students in the design and execution of highly innovative, socially conscious projects.
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Keslacy, Elizabeth M. "Productive Anachronism: Paper Quilling and the Craft of Architectural Representation." In 2019 ACSA Teachers Conference. ACSA Press, 2019. http://dx.doi.org/10.35483/acsa.teach.2019.34.
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The materials and techniques that we use to create architectural representations undoubtedly affect how we apprehend the work of architecture being depicted. By analogy, if we consider Leonardo da Vinci’s oil-on-poplar depiction of Lisa Gherardini next to a pencil sketch, a comic-book style half-tone, and a graffiti-based interpretation of the Mona Lisa, it’s clear that each medium maintains its own set of associations, while, at the same time, clearly communicates its content and reference. The medium is not perhaps the whole message, but it is an important component of our experience of images and drawings.It is also true that the choice of a particular mode of drawing during the design process can profoundly shape the object being designed. Any student of architecture can rattle off the implications of choosing Rhino, Sketch-Up, Maya, AutoCad, or Revit to work through an architectural design problem, particularly in terms of the forms and details that each software facilitates easily or with difficulty. Robin Evans’ insights about drawing’s fundamental difference from its content, and yet the agency it maintains in the shaping of that content, turns out to be just as true in the digital age as it was in the era of hand drawing.1 Unfortunately, the professional trend toward hyperreal image-making has meant concealing the drawing’s own construction processes and neutering its space-generating potential. The speculative and uncertain nature of hand-production is sublimated in favor of the glossy render that makes the proposed appear as already-real. The pendulum is already swinging away from this tendency in some academic and professional circles, largely under the banner of the post-digital.2 Despite a return to orthography, collage, and an “illustrated” rather than “rendered” sensibility, the so-called post-digital largely remains stubbornly digital. How, in a world saturated with Instagram-worthy architectural images, can we teach our students to reinvest in a drawing-based design process that is experimental and open-ended? How can drawing itself be reinvigorated both in terms of its representational agency and its abilities to produce new kinds of form and space?
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Pillay, Nischolan, and Yashaen Luckan. "The Practicing Academic: Insights of South African Architectural Education." In 2019 ACSA Teachers Conference. ACSA Press, 2019. http://dx.doi.org/10.35483/acsa.teach.2019.22.
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Architectural education, in the past had a grounding in a strict apprentice or pupillage method of training architects. The apprentice was someone who worked or trained under a master that transferred skill through a “hands on” approach. Architecture was regarded as one of the arts and there was no formal training to qualify one as an architect. It was through the acclaimed Vitruvius that the architectural profession was born. Vitruvius had published “Ten Books on Architecture” that led to an attempt to summarize professional knowledge of architecture and in doing so became the first recognizable architect. The architectural profession spread throughout Europe in the mid-16th century and the builder and architect became two distinct characters. Although architecture had become a profession, it wasn’t up until the late 17th century that architecture became an academic pursuit through an institutionalized educational system known as École des Beaux Arts, however the pursuit of a strict academic scholar was not the focus. At the beginning of the 1800’s, The University of Berlin in Germany forged the fundamental research and scholarly pursuit. Architecture, like the professions of medicine, law etc. became a system of academic pursuit where professors concentrated deeply on academics first and professional work second. It is through the lens of history we can decipher how architecture became an academic discipline almost de-voiding it of its vocational nature. In its current standing, various universities place a high emphasis on research output from their academic staff. Presently, architecture schools in South Africa recruit lecturers on their academic profiles, rather than their vocational experience. The approach of which has devalued the input of industry into education. It has been noted that there has been an increase in an academic pursuit rather than a professional one for the lecturers that teach architecture. This research explores the views of academics on architectural education, teaching methods and the importance of practice at South African universities. The authors of this research provide an auto-ethnographic insight into their invaluable experience of being academics at two large Universities in South Africa and concurrently run successful practices. The research makes use of a mixed method approach of secondary data from literature and semi-structured interviews posed to academics. Initial findings reveal that academics are pushing the industry to play a part in the education of architects; however, the extent must be determined. If industry plays a role in the education of architects, what factors are considered and how does this inter-twine with the academic nature of training? What strategies are academics employing to make sure students are vocationally well trained and academically capable? Another important question to ask is what qualities make an academic architect in the 21st century?
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Yáñez-Monje, Verónica, Mariana Aillon-Neumann, and Cecilia Maldonado-Elevancini. "THE RELEVANCE OF FEEDBACK MESSAGES IN COMMUNICATING QUALITY IN EDUCATIONAL CLASSROOM SETTINGS." In International Conference on Education and New Developments. inScience Press, 2022. http://dx.doi.org/10.36315/2022v1end020.
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"This paper put forward an in-depth reflection grounded on two studies. The first regards to doctoral research designed to investigate teachers ‘interpretations of feedback in terms of theory and practice and it explores how this might be informed by their conceptions of how students learn. The inquiry involves three Year 5 and one Year 4 teachers from three different primary schools in London. The main sources of data comprise classroom observation and teachers’ interviews focusing on teachers’ feedback practices and the underlying principles that guide them in the actual conducting of classroom interaction and through pupils written assignments. Analysis suggested that feedback focused on correcting basics errors, seeking further actions on the task at hand and contrasting the work with learning objective and success criteria. The main lessons learnt from the practices and views held by teachers in England were distilled into little stories and made them accessible to other teachers to help them to reflect on their own positions on the feedback issues. This was endeavoured in the context of the work in Chile within a teacher professional development programme with 60 enrolled primary school teachers. They were asked to select written assignments stemming from their pupils work to design written feedback for these tasks. This is followed by an iterative process of reflection about the messages conveyed through their comments. Data show that the teachers faced difficulties at the initial stages of development as their comments were evaluative, that is, centred on what was missing, with little room for students’ self-assessment. The participants greatly improved their elaborated comments as being more descriptive, and with a focal point on the task features. Both studies provide insightful data in terms of the problematic nature of teachers’ comments as pupils cannot achieve a broader understanding of quality within their pieces of work. It seems that teachers still hold a remedial approach to feedback. (Black & Wiliam, 2012, Swaffield, S. 2011; Sadler, 2007,2010)."
Reports on the topic "The nature of teachers' work"
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Midak, Liliia Ya, Ivan V. Kravets, Olga V. Kuzyshyn, Tetiana V. Kostiuk, Khrystyna V. Buzhdyhan, Victor M. Lutsyshyn, Ivanna O. Hladkoskok, Arnold E. Kiv, and Mariya P. Shyshkina. Augmented reality while studying radiochemistry for the upcoming chemistry teachers. [б. в.], July 2021. http://dx.doi.org/10.31812/123456789/4627.
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The objective of the research is developing a mobile application (on Android) designed to visualize the basic definitions of the discipline “Radiochemistry and radioecology” in 3D. Studying the education material of this discipline (phenomena of radionuclide, radioisotope, the nucleus, the fundamental particle etc and their specifics) requires a more sophisticated explanation from the teacher and dynamic dimensional image from the student. Decent detailed visualization of the study material makes this process easier. So applying the augmented reality is rational for the purpose of visualizing the study material, applying it allows demonstrate 3D-models of the nucleus, the fundamental particles, the nature of radioactive decay, nuclear fission, the specifics of managing the nuclear weapon and the NPS. Involving this instrument of the up-to-date information and communication technologies while studying the new material gives the opportunity to develop and boost the spatial imagination of the students, “to see” the invisible and to understand the received material in a better way, which improves its better memorizing. As far as the augmented reality is one of the most recent new-age education trends, all the teachers are required to have the ability to use it. In this reason the upcoming teachers, the students of the “General Education (Chemistry)” specialty, must be trained with this technology. Within the study process the students have the opportunity to review the positive moments of applying AR from a student’s stand of point and to understand, how to apply similar education tools in the future pedagogic work.
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Pererva, Victoria V., Olena O. Lavrentieva, Olena I. Lakomova, Olena S. Zavalniuk, and Stanislav T. Tolmachev. The technique of the use of Virtual Learning Environment in the process of organizing the future teachers' terminological work by specialty. [б. в.], July 2020. http://dx.doi.org/10.31812/123456789/3868.
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This paper studies the concept related to E-learning and the Virtual Learning Environment (VLE) and their role in organizing future teachers’ terminological work by specialty. It is shown the creation and use of the VLE is a promising approach in qualitative restructuring of future specialists’ vocation training, a suitable complement rather than a complete replacement of traditional learning. The concept of VLE has been disclosed; its structure has been presented as a set of components, such as: the Data-based component, the Communication-based, the Management-and-Guiding ones, and the virtual environments. Some VLE’s potential contributions to the organization of terminological work of future biology teachers’ throughout a traditional classroom teaching, an independent work, and during the field practices has been considered. The content of professionally oriented e-courses “Botany with Basis of Geobotany” and “Latin. Botany Terminology” has been revealed; the ways of working with online definer (guide), with UkrBIN National Biodiversity Information Network, with mobile apps for determining the plant species, with digital virtual herbarium, with free software have been shown. The content of students’ activity in virtual biological laboratories and during virtual tours into natural environment has been demonstrated. The explanations about the potential of biological societies in social networks in view of students’ terminology work have been given. According to the results of empirical research, the expediency of using VLEs in the study of professional terminology by future biology teachers has been confirmed.
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Denaro, Desirée. How Do Disruptive Innovators Prepare Today's Students to Be Tomorrow's Workforce?: Scholas' Approach to Engage Youth. Inter-American Development Bank, December 2020. http://dx.doi.org/10.18235/0002899.
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The lack of motivation and sense of community within schools have proven to be the two most relevant factors behind the decision to drop out. Despite the notable progress made in school access in countries in Latin America and the Caribbean, dropping out of school has still been a problem. This paper explores Scholas Occurrentes pedagogical approach to address these dropouts. Scholas focuses on the voice of students. It seeks to act positively on their motivation by listening to them, creating spaces for discussion, and strengthening soft skills and civic engagement. Scholas aims to enhance the sense of community within schools by gathering students from different social and economic backgrounds and involving teachers, families, and societal actors. This will break down the walls between schools and the whole community. This paper presents Scholas work with three examples from Paraguay, Haiti, and Argentina. It analyzes the positive impacts that Scholas' intervention had on the participants. Then, it focuses on future challenges regarding the scalability and involvement of the institutions in the formulation of new public policies. The approach highlights the participatory nature of education and the importance of all actors engagement.
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NELYUBINA, E., and L. PANFILOVA. ASSESSMENT OF THE QUALITY OF EDUCATIONAL ELECTRONIC PUBLICATIONS AND RESOURCES. Science and Innovation Center Publishing House, 2021. http://dx.doi.org/10.12731/2658-4034-2021-12-4-2-85-97.
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Now the whole life of a person has switched to online mode. These changes also affected the education system. This means the need to introduce new technologies into the educational process. Books, manuals, printed publications are being replaced by electronic educational resources. Providing up-to-date, verified information to students has always been and remains one of the most important functions of the teacher. Unfortunately, with the transition of training to the online mode, the teacher cannot use his literature when conducting classes. In this regard, there is a need to use electronic resources. On the one hand, the development of the global network implies the presence of a large number of a wide variety of sites, which cannot but be a positive aspect, because both the teacher and the student can independently choose a resource that will be most understandable. But on the other hand, the variety of Internet resources implies the presence of unverified, false information, which can negatively affect the quality of education. That is why it is necessary to analyze new information systems. The problem is the presence of a large number of information technologies and resources used in education. Purpose. The goal is to conduct a comparative analysis of educational electronic publications and resources most often used by teachers of the natural science cycle in terms of their fullness, accessibility and use in the educational process. Method or methodology of the work. The requirements for the organization of a comprehensive examination suggest an approach that includes an examination of technical and technological, psychological, pedagogical and design-ergonomic aspects of the creation and use of educational electronic publications and resources, in our work we were based precisely on generalized research methods: 1) Technical and technological expertise (technical component of the site, its position in the network). 2) Psychological and pedagogical expertise (component by the type of educational electronic publication or resource, level of education, type and form of the educational process, assessment of the content and scenario of the informatization tool). 3) Design-ergonomic expertise (assessment of the quality of interface components of educational electronic publications and resources, their compliance with uniform ergonomic, aesthetic and health-saving requirements; assessment of the quality of interface components of educational electronic editions and resources, their compliance with uniform ergonomic, aesthetic and health-saving requirements). Results. The main sites that are frequently used by teachers of the natural science cycle of disciplines are the Russian Textbook corporation, the Enlightenment group of companies, the Binom publishing house, the Digital Age School, the practical significance of the study is determined by the high level of readiness of the results obtained, during the study it was found that it is advisable to introduce an information-electronic educational site - the Russian textbook corporation - into the pedagogical practice of the implementation of natural science subjects. The advantages of this server were established and recommendations for its use in the educational process were developed. Practical implications: the results obtained are expedient to be applied in educational institutions of the Russian Federation.
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Kaplan, Greg, and Piotr Zoch. Markups, Labor Market Inequality and the Nature of Work. Cambridge, MA: National Bureau of Economic Research, February 2020. http://dx.doi.org/10.3386/w26800.
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Klampe, Charlotte. The work values of secondary teachers : a comparative study by teaching assignment. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.3261.
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Перерва, Вікторія Вікторівна. Terminology Work of Future Biology Teachers During the Field-Based Training in Botany. Shiny World Corp., 2020. http://dx.doi.org/10.31812/123456789/4214.
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This paper focuses on problems of terminology work during the field-based training in botany and examines means and exercises of forming professional and terminological competence of future biology teachers. It is shown that improving the level of professional and terminological competence of students provides the background to better scientific awareness of students and contributes to improvement of the quality of academic activity during the professional practice. Biology is based on the results of field research and discoveries. Therefore training that occurs in a field setting is a powerful experience that promotes the development of creative teachers, enhances environmental literacy, and instills ecological responsibility. The content literacy is an important component of studies. In order to improve literacy, it is primarily necessary to form an active professional vocabulary.
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Ustinova, Viktoriia O., Svitlana V. Shokaliuk, Iryna S. Mintii, and Andrey V. Pikilnyak. Modern techniques of organizing computer support for future teachers’ independent work in German language. [б. в.], September 2019. http://dx.doi.org/10.31812/123456789/3255.
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The purpose of the study is to elucidate the theoretical and methodological aspects of computer support organization for independent work in a foreign (German) language for future teachers of different subjects. The subject of the study is a methodological technique of organizing effective computer support for future teachers to work independently in a foreign (German) language. Objectives of the study: to state the goals of studying foreign languages in its broad and narrow sense, the requirements for the results of future teachers’ training in different subjects; to explore ways of organizing computer support for future teachers’ independent work; to determine the list and purpose of the basic and auxiliary structural elements of a typical e-learning Moodle course in a foreign language; to provide methodological recommendations for the organization of future teachers’ independent work in the content of a separate training module of the Moodle course “Foreign (German) Language”. The article summarizes the experience of organizing computer support for future teachers’ independent work and the substantive and methodological features of its implementation into the process of experimental introduction of the Moodle course “Foreign (German) Language” into the educational process carried out on the basis of Kryvyi Rih State Pedagogical University.
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DeFilippis, Evan, Stephen Michael Impink, Madison Singell, Jeffrey Polzer, and Raffaella Sadun. Collaborating During Coronavirus: The Impact of COVID-19 on the Nature of Work. Cambridge, MA: National Bureau of Economic Research, July 2020. http://dx.doi.org/10.3386/w27612.
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Stoddard, Christiana, and Peter Kuhn. Incentives and Effort in the Public Sector: Have U.S. Education Reforms Increased Teachers' Work Hours? Cambridge, MA: National Bureau of Economic Research, January 2006. http://dx.doi.org/10.3386/w11970.
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