Journal articles on the topic 'The nature of teachers' work'
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1
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.
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Meier, Lori Turner. "Questioning the Problematic Nature of School Culture in Elementary Teacher Education." Journal of Culture and Values in Education 2, no. 1 (May 6, 2019): 34–44. http://dx.doi.org/10.46303/jcve.02.01.3.
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This essay seeks to serve as both commentary and plea to elementary teacher educators and gatekeepers. It first asks us to consider that the culture of elementary teacher education, while characteristically an honorable and moral vocation, can indeed function as an oppressive and marginalizing force in the development, humanization, and growth of aspiring new teachers. Second, it entreats those who work in teacher education to foster, seek out, and support those individuals who find themselves at the diverse, intellectual, creative, and aesthetic margins of traditional elementary teacher preparation norms. To its detriment, the cultural disenfranchisement of these seemingly unconventional new teachers limits the richness of curriculum possibilities, pedagogy, and identity development towards humanization (Freire, 2000). As Danielewicz (2001) suggests and this essay endeavors to make a central thesis, “Teaching is a moral act. A teacher education program should recognize, celebrate, and honor the intentions of prospective teachers who so often feel committed to improving the lives of others, alleviating social inequalities, and eradicating discrimination” (p. 194).
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Wahjusaputri, Sintha, and Hupron Fadilah. "The Impact of Learning Agility and the Work Environment during Work from Home on Teacher Performance." AL-ISHLAH: Jurnal Pendidikan 14, no. 4 (October 28, 2022): 6695–702. http://dx.doi.org/10.35445/alishlah.v14i4.1527.
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This research aims to identify, describe and analyze the influence of learning agility and work environment during work from home (WFH) on teacher performance at The Cikeas Nature School. Research methods through quantitative research approach with survey methods fill out online questionnaires with respondents from all teachers from Playgroup, kindergarten, elementary, junior high and high school level with 56 all teachers at state elemenatary school in Cikeas, Bogor. Data collection techniques by conducting interviews, questionnaires and documentation. Data analysis techniques use multiple linear regressions. The results of the study that agilty learning had a significant effect on teacher performance with results greater than critical grades (6,974 2,005), X2 significantly affected Y with results (thitung) greater than critical values (2,208 2,005). The results of the R2 test from Learning Agility and Work Environment during WFH against teacher performance by 69.9%. This means that the contribution of other factors (other than learning agility and work environment during WFH) to teacher performance is only 30.1%. This research proves that there are positive effects of learning dexterity on performance, there are positive influences of the work environment on teacher performance.
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Roberts, Amy E., and Gerard O’Shea. "The Integral Formation of Catholic School Teachers." Religions 13, no. 12 (December 19, 2022): 1230. http://dx.doi.org/10.3390/rel13121230.
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The Catholic Church has a long history of conducting schools as part of its mission to evangelize. This paper will contend that in order for teachers to implement the evangelistic mission of Catholic schools, they themselves need an integral formation that puts every dimension of their human nature—body, emotions, will, and intellect—in ongoing communion with Christ and His Church. A brief examination of the impact of secularization in the United States on the Catholic school mission indicates that teachers are inadequately formed to fulfill that mission. Contemplative practice, a common faith formation practice used for Catholic school teachers, will be evaluated as insufficient for achieving its goal because it does not fully account for the way God created human beings. Contemplative practice relies heavily on the work of John Dewey, who applied inadequate anthropological principles to the task of human learning and teacher education. By contrast, faith formation efforts that account for human nature engage both the intellectus and the ratio, and in so doing engage the teacher’s whole integrated person. Teacher faith formation can facilitate the teacher’s encounter with God, allowing Him to form her, by providing analogical encounters with Him through the transcendentals and sacramental encounters with Him in the liturgy.
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Ibrahim, Maulana, Harini Harini, and Susilaningsih Susilaningsih. "The Effect of Teachers, Work Environment, and Work Satisfaction on the Performance of IPS Teachers of the Demak Regency." International Journal of Multicultural and Multireligious Understanding 6, no. 2 (June 13, 2019): 798. http://dx.doi.org/10.18415/ijmmu.v6i2.785.
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The purpose of this study is to find out whether there is a positive influence on teacher competence, work environment and job satisfaction on the performance of social studies teachers in the simultaneous learning process at Demak State Middle School. This type of research is descriptive quantitative research because it uses multiple linear regression analysis. Based on its classification, this study included a correlation study. Based on its nature, this research is basic research. According to the time, this type of research is a cross sectional survey. The population in this study were all Social Sciences teachers in Demak District Middle School, which numbered 118 Social Studies teachers. This study uses the proportionate stratified random sampling technique. Based on the results of the calculation, it was obtained that the R Square amounted to 0.521 or 52.1%, which meant that teacher competencies had an influence with a category of 52.1% on the performance of junior high school teachers. Based on the results of the calculation, it was obtained that the R Square amounted to 0.722 or 72.2%, which meant that the work environment had an influence with a category of 72.2% on the performance of junior high school teachers. Based on the results of the calculation obtained by the results of R Square of 0.722 or 79.0%, which means that job satisfaction has an influence with a category of 79.0% on the performance of junior high school teachers. Based on the calculation results obtained by the results of R Square of 0.865 or 86.5% which means that teacher competency, work environment and job satisfaction have an influence with a category of 86.5% on the performance of junior high school teachers, while the remaining 13.5% is influenced by other factors. The results of this study are expected to be useful, as a guide for principals in managing learning in the educational institutions they lead.
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Haddad, Zaid. "Understanding Identity and Context in the Development of Gay Teacher Identity: Perceptions and Realities in Teacher Education and Teaching." Education Sciences 9, no. 2 (June 18, 2019): 145. http://dx.doi.org/10.3390/educsci9020145.
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The way a teacher perceives relational justice—the feeling of being treated equitably and being included—in their work context is central to understanding the negotiation and enactment of teacher identity. For LGBTQ teachers, the degree to which they are out of the closet with their students and colleagues leads to many possible outcomes. These outcomes, ranging from feeling like they need to live duplicitous lives to being activist teachers that subvert the heteronormative assumptions in schools and curricula, are studied here by examining the identity development of a group of gay teachers and their perceptions of the schools in which they work. This article is based on a dissertation study that theorized that the heteronormative nature of teacher education is a limiting factor for gay teachers’ abilities to work and thrive in school contexts. The study included in depth case studies of four gay teachers and their journeys as gay men and teachers. The goal of the study was to answer the question: Does the enactment of gay teacher identity interrupt heteronormativity in schools? The study also sought to answer two ancillary questions: (1) How do gay teachers negotiate gay teacher identity in schools? and, (2) How do school contexts impact gay teachers’ perceptions of identity-based motivation and relational justice? This article will focus on Peter Ryan’s (pseudonym) case study, specifically because of its emblematic nature in summarizing the intent and implications of the overall study.
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Railienė, Laima. "STUDENTS RESEARCH AND PROJECT WORK AT REPUBLIC CONFERENCE ” NATURE AND WE”." Natural Science Education in a Comprehensive School (NSECS) 22, no. 1 (April 15, 2016): 85–89. http://dx.doi.org/10.48127/gu/16.22.85.
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Kėdainiai ‘Rytas’ progymnasium has a tradition to organize republic students’ and teachers’ conference ‘Nature and We’ since 2000. The students of Republic general education schools, the students of non-formal education institutions, environmental research centres, the club members of environmental research centres present their research, long-term and short-term project works on environmental science and environment protection issues. During the 17 year-lasting conference ‘Nature and We’ organized period, it was observed that the students choose their study objects such natural areas which are not analysed and not investigated by adults. In the seventeen conferences (2000-2016) have been read: • 19 plenary reports; • The reports have been read by 767 students; • 806 teachers and 1294 students took part in the sections of conferences; • The conferences were attended by teachers and students from 32 cities and towns of general education and non-formal education schools. Key words: ICT, student conference, research and project works, subject integration.
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Robert, Sarah A. "Incentives, Teachers, and Gender at Work." education policy analysis archives 21 (April 1, 2013): 31. http://dx.doi.org/10.14507/epaa.v21n31.2013.
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Incentive pay programs have become panacea for a multitude of educational challenges. When aimed at teachers the assumption is that rewards entice them to work in particular ways or particular schools. However, the assumption is based on an economic formula that does not take into consideration the gendered nature of policy processes. This study examined ethnographically 10 teachers’ decision-making processes regarding whether to take up The Rural Program [La Ruralidad] in the Province of Buenos Aires, Argentina, which rewarded qualified educators with bonus pay to work in hard-to-staff schools, to address the question: How does gender mediate teachers’ decision-making process to take up an incentive reward? I isolate three conditions: safety, transportation, and community, to show how gendered relations, identities, and roles incentivize teachers. I argue that masculinities and femininities mediated teachers’ approach to taking up incentives. Rather than a simplistic, one-time-only decision, the study shows an on-going policy process that involves women and men in “rational economic decision making” mired by gender.
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LeChasseur, Kimberly, Morgaen Donaldson, Erica Fernandez, and Michele Femc-Bagwell. "Brokering, buffering, and the rationalities of principal work." Journal of Educational Administration 56, no. 3 (May 9, 2018): 262–76. http://dx.doi.org/10.1108/jea-10-2016-0129.
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Purpose Brokering and buffering represent two ways in which principals may respond to hyperrational elements of policy demands in the current era of accountability. The purpose of this paper is to examine how some principals broker more efficient, measurable, and predictable evaluation practices for teachers and others buffer their teachers from inefficient, immeasurable, and unpredictable aspects of policy. Design/methodology/approach Qualitative data were obtained from 37 school principals and 363 teachers across 12 districts participating in a new teacher evaluation policy in one state of the USA. Principal interviews and teacher focus groups were conducted at the beginning, middle, and end of 2012-2013. Transcripts were coded to identify hyperrational elements of the policy and principals’ brokering and buffering practices. Findings All principals described elements of the new evaluation policy as inefficient, incalculable, or unpredictable – hallmarks of hyperrationality. Principals brokered efficiency by designing schoolwide parent goals and centralizing procedures; brokered transparency of calculation methods and focused teacher attention on measuring effort, rather than outcomes; and encouraged collective sensemaking to facilitate predictable procedures and outcomes. Principals buffered teachers by de-emphasizing the parent-based component; minimizing the quantitative nature of the ratings; ceding responsibility over calculations to district leaders; and lowering expectations to make ratings controllable. Originality/value The paper provides new understanding of principals’ strategic leadership practices, which represented rational responses to hyperrational policy demands. Therefore, the paper includes recommendations for principal preparation, district support for policy implementation, and further research on principal practice.
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Tapani, Annukka, and Arto O. Salonen. "Identifying teachers’ competencies in Finnish vocational education." International Journal for Research in Vocational Education and Training 6, no. 3 (December 19, 2019): 243–60. http://dx.doi.org/10.13152/ijrvet.6.3.3.
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Context: In Finland, vocational education has been competence-based and learner-orientated since the beginning of 2018. Teachers’ work has changed because there is a need to pay more attention to students and their specific personal needs. Learning processes are planned individually and more learning options are offered in the workplace.Approach: In this article we ask the following: What kind of teachers’ competencies can be identified in Finland? The metadata comprises twelve recent pieces of research on teachers’ competencies in the field of Vocational Education and Training (VET) in Finland. We apply data-driven content analysis.Findings: According to our results, the work of vocational teachers included 53 separate skills comprising seven categories of competencies and three main categories of scholarships as follows: Scholarship in teaching and learning relating to pedagogy, guidance and counselling, and interaction, Scholarship in authentic learning and development referring to pedagogical leadership, partnership and innovator competency, and Scholarship in evaluation and monitoring associated with assessment. Conclusion: The work of vocational teachers in Finland has become fragmented. The fragmented work of a vocational teacher may influence the teacher’s identity. The fragmented nature of the work of vocational teachers also raises the need to share expertise in educational institutions. The main challenge for teachers in vocational education in Finland is to adopt ways of authentic learning and development.
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Ruchti, Wendy P., Cory A. Bennett, and Michelle Dunstan. "Understanding Quality Work in Mathematics: Supporting Teachers in Leading Professional Development." Journal of Interdisciplinary Teacher Leadership 1, no. 3 (December 1, 2018): 19–28. http://dx.doi.org/10.46767/kfp.2016-0021.
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Teacher leaders are often responsible for providing professional development to improve teacher effectiveness and student learning. Leading professional development for teachers can be highly effective when the focus is on student learning in on-going and relevant contexts. This article describes a school-based, teacher-led collaborative process conceptualized and facilitated by two teacher leaders using a modified protocol for examining students work in mathematics. The focus of the professional development aligned with a school-wide initiative of increasing the quality of students’ mathematical work across a kindergarten through eighth-grade school. This paper shares the structure of the professional development, the nature of the protocol, and how it was implemented followed by a discussion for teacher leaders who are interested in facilitating a similar type of collaborative professional development experience within their own schools. Findings suggest that the use of a well-developed protocol helped focus teachers’ attention to specific attributes expected in quality work and served as a reference point for considering how important structures of learning such as whole-class discourse could be evident in individual students’ quality work.
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Gruson, Brigitte, Ghislaine Gueudet, Carole Le Hénaff, and Marie-Pierre Lebaud. "Investigating Teachers’ Work with Digital Resources. A Comparison Between the Teaching of Mathematics and English." Swiss Journal of Educational Research 40, no. 2 (October 24, 2018): 503–20. http://dx.doi.org/10.24452/sjer.40.2.5072.
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The abundant digital resources on the Internet are leading to profound changes in teachers’ activity. We refer to the theoretical framework and methodology of the documentational approach to didactics to investigate these changes. We compare two case studies: an English teacher, and a mathematics teacher, both working in the same upper secondary school in France. We have observed significant use of digital resources in both cases, but of a different nature. We present and discuss these differences that shed light upon teachers’ documentational work. We use these cases to draw more general conclusions on designing, using and sharing digital teaching resources.
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Joana, Luciana. "Do Teachers Want to Work with Inspectors? The Monitoring Programmes." New Educational Review 68, no. 2 (2022): 82–91. http://dx.doi.org/10.15804/tner.22.68.2.06.
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The emerging dichotomy between control and support/monitoring, which takes place when the performance of inspection at schools is at stake, was crucial to the definition of our goal: knowing the perceptions of teachers and inspectors regarding the relationship between them and the impact of this relation in the collaborative work that they must undertake in the context of the monitoring programmes. The methodological option, of a qualitative nature, comprised a case study involving five school clusters. We used questionnaires and semi-structured interviews as data collection instruments. Data were analysed through content analysis and descriptive statistical analysis. In total, the study involved 130 participants, including teachers and inspectors. The research results show the contradictory nature of the multiple activities under the responsibility of this inspection body, which means that inspectors are not always well received by teachers, even if the activities have a different nature from the evaluation and control ones.
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Semenog, Olena. "The Beauty of Teachers’ Work in Reflections of Ukrainian and Polish Teachers." Comparative Professional Pedagogy 4, no. 2 (June 1, 2014): 21–26. http://dx.doi.org/10.2478/rpp-2014-0014.
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Abstract The values of human labor and teacher’s work have been reflected on the basis of lexicographical sources and research reflections of famous Ukrainian and Polish pedagogues, such as T. Novatskiy, N. Nychkalo, Pope Paul II, G. Skovoroda, Z. Vyatrovskiy, I. Zyazyun. Among the existing values presented in lexicographical sources the following characteristic of the concept is chosen: “Work is the inspiration, the inner beauty of the human, spiritual richness, and self-development of a person”. On the basis of literary analysis of philosophical and pedagogical works of G. Skovoroda it has been concluded that the working process was regarded by the great philosopher and educator as pleasure and happiness, in spite of the results. One can achieve this happiness following the command of inner nature due to the relationship with a certain kind of free vocational work. Pope Paul II proves that the priority function of teacher’s work is educating people in love, aspiraton of Truth, Beauty, Good, Hope and Freedom, “the awakening of a human in a man”. T. Novatskіy and Z. Vyatrovskiy considered teachers’ work through the values of Love, Truth, Beauty, Goodness, Hope, Liberty, Justice, Solidarity. Scientists consider that teacher’s work is “free”, happy, optimistic and finds its true purpose only when it serves as a source of creative inspiration. The summaryzing of the publications and presentations made by N. Nychkalo proves that the teachers’ work is the means of intellectual and creative potential, experience and a sense of human moral dignity.
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Tsang, Kwok Kuen, and Qingyan Qin. "Ideological disempowerment as an effect of neoliberalism on teachers." Power and Education 12, no. 2 (June 17, 2020): 204–12. http://dx.doi.org/10.1177/1757743820932603.
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In works based on deprofessionalisation/proletarianisation theory, teachers are described by researchers as technically disempowered because of the entry of neoliberalism into the institutional environment of education. Technically disempowered teachers suffer not only from work stress but also from other kinds of negative emotional experiences. This article contributes to deprofessionalisation/proletarianisation theory by introducing the concept of ideological disempowerment to explain why teachers complain that they are overloaded by ‘non-instructional work’ that is instructional in nature. It shows that the inability of teachers to identify the instructional meanings of ‘non-instructional work’ stems from neoliberalism’s tendency to ideologically value the managerial purposes of teachers’ work over its instructional purposes. This leads teachers to break away from ‘non-instructional work’ and devote themselves only to work that appears to be directly related to teaching. Accordingly, ideologically disempowered teachers may have a narrowed concept of teaching, resulting in them being discouraged from performing various tasks that are likely to be conducive to the whole-person growth of students. By explaining neoliberalism in both technical and ideological terms, this article advances deprofessionalisation/proletarianisation theory and contributes to a better understanding of the process of teacher disempowerment that results from neoliberalism.
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Postoiuk, N. "PECULIARITIES OF PRACTICAL TRAINING OF BIOLOGY TEACHERS IN D. SERGIENKO'S PEDAGOGICAL HERITAGE." Visnyk Taras Shevchenko National University of Kyiv. Pedagogy, no. 1 (9) (2019): 50–54. http://dx.doi.org/10.17721/2415-3699.2019.9.12.
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D. Sergienko's ideas concerning the practical training of biology teachers have been analyzed. The main objectives and requirements to the teacher of biology at school have been highlighted. The peculiarities of organization of observation, experiment, laboratory and practical works have been revealed. The conditions of formation of students' abilities and skills of research character, as well as factors, which promote the development of interest in research work, have been determined. This scientific research has revealed that D. Sergienko considered the practical training of biology teachers as a very important thing because effective teaching of biology could help to improve the state of agriculture in the country, also this educational subject cultivates love for nature, expands knowledge about plant and animal life, promotes the choice of profession in the agro-industrial sector. D. Sergienko was sure that the biology teachers have a huge responsibility, because they have to raise the awareness of children in creative work in rural society. This goal can be realized if you have such personal qualities as the teacher's love for this subject, pedagogical skills, the ability to supervise and teach the children, the ability to work with the public and, especially, with children's parents.
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Haagen-Schützenhöfer, Claudia, and Birgit Joham. "Professionalising Physics Teachers in Doing Experimental Work." Center for Educational Policy Studies Journal 8, no. 1 (March 26, 2018): 9. http://dx.doi.org/10.26529/cepsj.333.
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It is commonly agreed that experiments play a central role in teaching and learning physics. Recently, Inquiry-Based Learning (IBL) has been introduced into science teaching in many countries, thus giving another boostfor experiments. From a didactical point of view, experiments can serve a number of different goals in teaching and learning physics. First of all, experiments can support learners in understanding some of the centralconcepts of physics. Besides this function of “learning physics”, empirical evidence shows that experimental work in general has a high potential for promoting “learning about science” and finally “doing science”. Promoting aspects of how science works has become important, as the ideas of scientific literacy and competence orientation have been established as central educational goals in many national education systems. However, empirical studies show that the reality in schools does not match these expectations. Conventional physics classes still aim only at the mastery of content, and experiments that cognitively activate students and address issues related to the Nature of Science (NOS) have not been implemented extensively. The reasons for this can be found in teachers’ attitudes and beliefs, as well as in their PCK concerning experiments and scientific knowledge production. In past decades in Austria, teacher education did not focus a great deal on the didactical aspects of experiments or their integration into physics classes in order to promote aspects of scientific literacy and competence orientation. Furthermore, there is a lack of high quality continuing professional development courses that promote the concepts of Inquiry-Based Learning (IBL) in combination with relevant ideas of NOS. The present study examines inservice teachers’ beliefs about the function of experiments in science teaching and their meaningful integration into science classes. In the form of case studies, we follow the professional development of teachers in this field during continuing teacher training.
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Neumann, Jacob W. "Examining Mandated Testing, Teachers’ Milieu, and Teachers’ Knowledge and Beliefs: Gaining a Fuller Understanding of the Web of Influence on Teachers’ Classroom Practices." Teachers College Record: The Voice of Scholarship in Education 118, no. 2 (February 2016): 1–50. http://dx.doi.org/10.1177/016146811611800209.
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Background Much research has been done on the factors that influence teachers’ work. Yet the nature and scope of those factors, and their impact on teachers, remain unclear. Indeed, different literature bases on teachers’ work present different and often contradictory conclusions. For example, some researchers claim that mandated accountability testing exerts the greatest impact on teachers’ work. Yet other researchers claim that teachers’ knowledge and beliefs have an equally strong impact on their work, as does mandated testing. These contradictory findings in the research seem to happen at least in part because most research into teachers’ work only looks at one or two influences on that work and ignores how multiple factors work together to influence teachers’ work. Purpose Recognizing this background, this study examines three factors that influence teachers’ work: mandated accountability testing, teachers’ knowledge and beliefs, and teachers’ milieu. The article examines each factor, both individually and collectively, for their combined influence on teachers’ work. Setting This study was conducted at a public middle school in south Texas. Population Four social studies teachers participated in this study: 2 eighth-grade U.S. history teachers, 1 seventh-grade Texas history teacher, and 1 sixth-grade world cultures teacher. Research Design The study encompasses 5 years of weekly interactions with social studies teachers at the school. I logged approximately 450 hours of nonparticipant observations, made field notes and audio recordings of regular classroom activities, conducted 13 semistructured interviews and had numerous informal conversations with the teachers, and attended teachers’ department meetings. Open coding was used to closely analyze research texts. Findings The analysis finds that these three factors do not influence teachers’ work in isolation. Instead, they combine to form a complex “web of influence” on teachers’ work. The article crafts a narrative of these teachers’ experiences with these different factors and illustrates how the factors combine to impact their work. Conclusion This article holds implications for school leaders, policy makers, and teacher educators. In short, it offers evidence about the unintended consequences of not taking a holistic approach to school leadership, educational policy, and teacher education.
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Fitzgerald, Scott, Susan McGrath-Champ, Meghan Stacey, Rachel Wilson, and Mihajla Gavin. "Intensification of teachers’ work under devolution: A ‘tsunami’ of paperwork." Journal of Industrial Relations 61, no. 5 (November 14, 2018): 613–36. http://dx.doi.org/10.1177/0022185618801396.
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Australian public school teachers work some of the longest weekly hours among Organisation for Economic Co-operation and Development countries, particularly in the state of New South Wales where average hours are officially in, or near, the statistical category of ‘very long working hours’. These reports of a high workload have occurred alongside recent policy moves that seek to devolve responsibility for schooling, augmenting teacher and school-level accountability. This article explores changes in work demands experienced by New South Wales teachers. As part of a larger project on schools as workplaces, we examine teaching professionals’ views through interviews with teacher union representatives. Consistent with a model of work intensification, workload increases were almost universally reported, primarily in relation to ‘paperwork’ requirements. However, differences in the nature of intensification were evident when data were disaggregated according to socio-educational advantage, level of schooling (primary or secondary) and location. The distinct patterns of work intensification that emerge reflect each school’s relative advantage or disadvantage within the school marketplace, influenced by broader neoliberal reforms occurring within the state and nation.
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Savenkova, Iryna, and Viktoriia Kosenchuk. "Psychological features of professional stress of teachers." Scientific Visnyk V.O. Sukhomlynskyi Mykolaiv National University. Psychological Sciences, no. 1(20) (2020): 48–53. http://dx.doi.org/10.33310/2078-2128-2020-20-1-48-53.
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The article analyzes the key approaches to the phenomenon of stress in the teacher's professional activity. The views of scientists on its nature, the factors that give rise to its appearance and deployment are presented. The concepts of "work stress", "organizational stress", "professional stress" are distinguished. Professional stress among teachers is viewed through the prism of an individual's individual response to the impact of a difficult situation (psychological approach). The teacher's reaction to the increased demands of the social environment for his activities is investigated (social approach). The psychological state of the teacher, determined by the powerful action of factors associated with the implementation of professional tasks (professionally oriented approach) is described. The importance of an integrated approach to the study of psychological characteristics of professional stress of teachers is emphasized. Currently, there is an acute lack of personal resources for the effective solution of current pedagogical problems, which leads to stress. The author has characterized the types of professional stress by the nature of the impact on the personality of the teacher and his/her activities. The factors determining the transformation of situational stress into chronic occupational stress have been determined. The features of informational, emotional and communicative stress in the teacher's professional activity are described. The types of stressors in pedagogical activity are highlighted. Particular attention is paid to objective and subjective stressors, in particular to interpersonal, mid-personal and motivational. General and special occupational stressors are described in detail. The differences from stressors that are controlled and not amenable to control in the conditions of pedagogical activity are determined. Attention is focused on the fact that professional stress among teachers can become a serious threat to the successful deployment of professional activity and lead to professional burnout. Cases in which professional stress becomes a stimulus prompting a teacher to develop and improve are identified.
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Lundin, Mona, Annika Lantz-Andersson, and Thomas Hillman. "Teachers’ Identity Work in a Professional Facebook Group." Journal of Information Technology Education: Research 19 (2020): 205–22. http://dx.doi.org/10.28945/4540.
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Aim/Purpose: The aim of this study is to investigate posts that deviate from the norm by receiving many more comments than likes in a teacher thematic Facebook (FB) group. Background: Social media sites are currently becoming standard tools for professional practices. Swedish teachers use thematic FB groups as a platform for professional learning. Methodology: Data from a large teacher FB group over a three-year period have been collected using programmatic approaches. The interactions have been analysed through a three-phased process: (1) meta-data selection criteria and computational analysis to identify in-depth discussions, (2) content selection criteria, and (3) interaction analysis of selected threads. Contribution: FB discussions provide a platform for teachers for sharing resources and for emotional and professional support. The support and sharing do not merely constitute explicit requests, but also bring about professional discussions. Findings: The 79 original posts that significantly deviated from the norm of the group, were formulated as questions and/or requests, which implies that they were designed to attract comments and not only likes. The original posts were organized around four themes: (1a) functionally motivated technical features, (1b) instructionally motivated technical features, (2) pedagogical ideas and premises, and (3) sharing. The nature of these unusual threads was that teachers used the thematic FB-group to share teaching material and resources as well as to give and receive emotional and professional support. Such sharing and support meant a transformation from working in isolation to finding a professional community. In the discussion threads the teachers displayed a variety of identities, such as active and engaged teacher, a thematic expert, or a central group member. Recommendations for Practitioners: In terms of practical implications, teachers’ competencies towards using social media platforms for collective and constructive discussions need to be strengthened. The challenge is to promote more teachers to partake in challenging such group norms in such groups so that discussions characterised by openness, debate, and constructive criticism are established. Recommendation for Researchers: It is vital to empirically investigate teachers’ online interactions as new types of collegial discussions that, while rich, could be seen as valuable even if they are unpredictable compared to well-established professional learning efforts. Impact on Society: This study contributes with knowledge about the impacts of social media platforms as becoming standard tools for all human activities, let alone professional practices. Future Research: Additional detailed analysis of teachers’ use of social media platforms for professional purposes are needed as well as methodological competence development with regard to computational approaches such as those employed in this study.
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Ustichev, O. G. "VALUE BASES OF PROFESSIONAL PEDAGOGICAL ACTIVITYOF MILITARY UNIVERSITY TEACHERS." Vestnik Orenburgskogo gosudarstvennogo universiteta 224 (2020): 101–8. http://dx.doi.org/10.25198/1814-6457-224-101.
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A number of requirements are imposed on the activities of teachers in military schools due to certain restrictions, official relations, which are based on the principles of centralization and unity of command. The purpose of the study is to determine the value foundations and value-semantic components of professional and pedagogical activity of a military university teacher. A theoretical study made it possible to establish reasons that affect the activities nature of a military university teacher. They are associated with a change in value orientations in society and the army. The rethinking of the traditional values of military service and officers is indicated. For the successful organization of professional and pedagogical activity of military university teachers, understanding of changes in norms, values, discourse and military professional and pedagogical activity is also required. The importance of the teacher’s personality, his unique professional and human qualities, as well as those values that he himself follows and broadcasts to cadets is emphasized. The results of axiological analysis show that the values of professional and pedagogical activity of teachers of a military university are a well-established system of attitudes, informed representations, which ensures the choice of strategies for professional behavior of teachers of a military university, its stability and continuity. This system is holistic in nature and acts as a cognitively functioning system that determines the relationship between the prevailing views on the problems of military education, the requirements of military service and the teacher professional and pedagogical activity. Under the conditions of irreversible axiological changes, the work of a teacher at a military university is becoming more and more complicated. Values are manifested in the style of teachers professional and pedagogical activity, the nature of the relationship built by teachers. The values of professional pedagogical activity are formed on the basis of ethical standards, moral and ethical guidelines, attitudes that exist in the professional pedagogical community of military university teachers.
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Erarslan, Ali, and Mehmet Asmalı. "EFL Teachers’ Work Tasks Motivation towards Class Preparation, Teaching, and Evaluation of Students." Acta Educationis Generalis 12, no. 1 (February 1, 2022): 1–22. http://dx.doi.org/10.2478/atd-2022-0001.
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Abstract Introduction: Motivation plays a central role in teachers’ instructional practices. Teaching quality and teacher effectiveness contribute positively to student achievement. In line with this, teachers face several tasks in their profession, and they exhibit various motivational levels consisting of different motivational constructs, such as intrinsic, introjected, identified, external motivation, and amotivation. Therefore, this study aims at revealing Turkish EFL teachers’ motivations towards the work tasks of class preparation, teaching, and evaluation of students, which all teachers have to conduct in their profession. Methods: To collect data, Work Tasks Motivation Scale for Teachers was used. The sample consisted of 1786 EFL teachers teaching throughout Turkey in all types of schools and locations across seven geographical regions. Results: The quantitative data revealed that motivational constructs vary according to the work tasks of class preparation, teaching, and evaluation of students indicating that teacher motivation has a multifaceted nature and is a non-uniform construct. Discussion: The results indicated that Turkish EFL teachers did not value the task of classroom preparation, while the task of evaluation of students seemed to be valued. Gender-based differences also indicated that female teachers had higher amotivation and external regulation levels towards classroom preparation and teaching despite their higher levels of intrinsic motivation towards evaluation of students. In addition, considering age variable, the younger group of EFL teachers were found to be more intrinsically motivated towards teaching and evaluation of students compared to the older groups while being more amotivated towards the task of classroom preparation. Limitations: Despite the high number of the participants, the findings of the study are limited to the analyses of quantitative data as the main source. Conclusions: The findings of the study indicated that EFL teachers working in all regions and cities of Turkey demonstrated high levels of a) amotivation towards classroom preparation, b) introjected regulation towards teaching, and c) intrinsic motivation towards evaluation of students. Moreover, EFL teachers’ work task motivations displayed variations based on their gender, their age, the location and the type of their school. Further research could investigate potential reasons for the differences in EFL teachers’ motivation levels while further increasing the reliability of the results by integrating qualitative data through interviews, observations, or teacher diaries.
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Jasik-Ślęzak, Jolanta, and Serhii Kasian. "Psychosocial Risks at Work of Supportive Teacher - Case Study." System Safety: Human - Technical Facility - Environment 1, no. 1 (March 1, 2019): 265–70. http://dx.doi.org/10.2478/czoto-2019-0034.
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AbstractWork in a special school as a supportive teacher of disabled children requires experience and mental resilience. The supportive teacher is exposed to a whole range of difficult behaviors of the child (i.e. psychosocial risks), including aggression, which brings many other threats with a dangerous nature (accidental). In this paper the results of research conducted among supportive teachers from one of the Polish special schools have been presented. The research contains the identification of psychosocial risks and, as a consequence, indications of ailments observed by the supportive teachers. The results of the conducted survey concern the type of threats with particular emphasis on psychosocial risks, as well as preventive activities that minimize the effects of these threats. In addition, the respondents indicated the extent of professional work on private and family life. The research tool used in this study is a questionnaire divided into three parts: hazard identification, assessment of psychosocial risks and potential effects of their occurrence, and subjective assessment of the impact of professional work on private life.
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Sa'adah, Lailatus, and Rosi Anjarwati. "EFL TEACHERS’ AND LEARNERS’ PERSPECTIVE ON TEACHERS’ ONLINE WRITTEN FEEDBACK." JEELL (Journal of English Education, Linguistics and Literature) English Department of STKIP PGRI Jombang 8, no. 1 (September 1, 2021): 26. http://dx.doi.org/10.32682/jeell.v8i1.1970.
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Feedback plays an important role in EFL classroom for both learners and teachers. Many theoreticians and practitioners in the field of education paid attention to the used of feedback in learning. The aim of this study is to know how EFL teacher provide written feedback in response to the learners’ work and how the learners’ perspective toward the teachers’ written feedback during pandemic through online learning. To obtain the data for this study, a mixed method research design is used since it needs both qualitative and quantitative data. Some instruments is used to collect the data of this study are the students’ graded compositions to identify the nature of the feedback provided and a close-ended questionnaire was given to the participant EFL students in order to gain insight into their opinions and attitudes to their teacher’s feedback. The result reveals that the teachers provided many indirect feedbacks for their students that mostly focused on the content of their writing and sometimes on their grammar, vocabulary, and spelling. Most of the students have possitive impression and feeling as they interested and satisfied with the teachers’ feedback.
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Rodríguez, Isabel Cristina Rincón, Jorge E. Chaparro Medina, José Gregorio Noroño Sánchez, Marcela Garzón Posada, and Lida Neidu Murillo Moreno. "Perspectives on Teaching: A Space for Reflection on the Sociopolitical Nature of Doing." Journal of Business and Economics 10, no. 10 (October 22, 2019): 1017–22. http://dx.doi.org/10.15341/jbe(2155-7950)/10.10.2019/010.
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In the exercise of teaching, teachers give account of different forms of organization: emerging, self-managed and autonomous product of conceptions that arise from training, performance and experiences where the socio-political nature of both his being and individual that integrates and makes part of social groups, as in the exercise of professional practice. Under this horizon, the aim of this work is to analyze from the social function of the teacher the sociopolitical role of their task as far as the political vision has, ability to understand social problems and generate actions for which is part of a frame of reference where the concepts that allow to develop theoretical analysis to identify the sociopolitical expression of the teaching exercise are exposed, considering that in this practice this type of content is revealed in the teachers as actors of the teaching-learning process, both in the training in their performance based on the training they receive, the historical geographical relationship and the experiences that their activity provides them with what has framed this work. It is concluded that in the exercise of teaching work are present sociopolitical categories that affect both the understanding of social phenomena and the pretense of practical actions that transform these realities from the institution-teacher-student interaction.
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Mohamed Najia, Ruba. "What is the Nature And Extent of the Influence of Educational Leadership on Staff Morale, Job Satisfaction, and Motivation?" International Journal of Applied Language Studies and Culture 4, no. 1 (June 30, 2021): 21–30. http://dx.doi.org/10.34301/alsc.v4i1.31.
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In a time where retaining qualified teachers is crucial, one cannot ignore the importance of teacher job satisfaction, morale, and motivation in shaping teachers’ intentions to remain in the profession. This is where educational leadership comes into play. This paper looks at the nature and extent of the impact of educational leadership on three important aspects of the job, namely staff morale, job satisfaction, and motivation. The latter constructs are each redefined and reconceptualized as the lack of consensus and the ambiguity in their respective meanings can greatly affect how they are applied as well as their results. When applied to the teaching context, Herzberg’s motivation hygiene theory was found to be unapplicable in relation to theory transferability and the separate categorization of job satisfaction and dissatisfaction. The latter are greatly affected by not only leadership style per se, but more precisely by the teacher’s perception of a certain leadership style. This individuality dimension also affects the ideological compatibility between teachers and work contexts, having a direct impact on job satisfaction. Nonetheless, although educational leadership has proven not to be the sole factor in teacher job satisfaction, morale and motivation, leaders must possess the right knowledge and understanding about the needs, expectations, attitudinal responses, and characteristics of their staff as individual members of a group in order to be able to positively affect their perceptions.
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Gumah, Bernard, Liu Wenbin, and Maxwell Akansina Aziabah. "Supervisors’ Leadership Styles’ Influence on Foreign Teachers’ Self-Efficacy in a Cross-Cultural Work Setting: A Moderated Mediation Analysis." SAGE Open 11, no. 1 (January 2021): 215824402199454. http://dx.doi.org/10.1177/2158244021994546.
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Leadership style impacts on the manner and frequency of feedback transmission. However, communication challenges between superiors and subordinates originate from cultural differences, which undermine the usefulness of feedback. The study tested leadership style’s effect on self-efficacy through a moderated mediation approach, examined through the lens of the cross-cultural adaptation theory. Path analysis conducted on data from 281 foreign teachers in Chengdu, China, revealed that there is a positive effect of Chinese supervisors’ leadership styles on foreign teacher’s self-efficacy. Leadership style similarly has an influence on the nature of feedback. And the nature of feedback in turn mediates leadership style and self-efficacy. We establish in particular that transactional and transformational leadership styles, through the nature of feedback, influence self-efficacy of foreign teachers. Moreover, the association between the nature of feedback and self-efficacy is moderated by the perceived value of feedback. Employees’ perceptions are also found to be crucial in determining the value of feedback. It is thus imperative for supervisors and managers working with foreigners as subordinates to figure out when and how to provide valuable feedback. We conclude with suggested areas for further research.
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Cobbinah, Joseph Ezale. "Analysis of the Problematic Nature of Appointment of Public Senior High School (SHS) Head Teachers and the Governance of Schools in Ghana." International Journal of Teacher Education and Professional Development 3, no. 2 (July 2020): 19–32. http://dx.doi.org/10.4018/ijtepd.2020070102.
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This article examines the problematic nature associated with the appointment of head teachers in Ghanaian senior high schools (SHS) and how this is impacting the governance of schools. The Ghana Education Service (GES) is supposed to make appointments and promotions of head teachers, however there are external bodies that influence the appointment process. With data gathered from deputy head teachers, education officers, and senior teachers from selected schools, the study examined the problematic nature of head teacher appointment and the nature of school governance. The results showed that although the GES is making efforts to promote good governance through the school leadership, there are still some controversies and challenges that affect the effectiveness of their work. To address this, the study concludes that, the GES must streamline its appointments and promotion guidelines so as to eliminate any external pressures and influences to promote improvement and ensure continuity.
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Sanger, Matthew N. "What we need to prepare teachers for the moral nature of their work." Journal of Curriculum Studies 40, no. 2 (April 2008): 169–85. http://dx.doi.org/10.1080/00220270701670856.
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Cousins, J. Bradley, John A. Ross, and Florence J. Maynes. "The Reported Nature and Consequences of Teachers' Joint Work in Three Exemplary Schools." Elementary School Journal 94, no. 4 (March 1994): 441–65. http://dx.doi.org/10.1086/461777.
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Hernández-Rodríguez, Omar, Gloriana González, and Wanda Villafañe-Cepeda. "Planning a research lesson online: pre-service teachers' documentation work." International Journal for Lesson & Learning Studies 10, no. 2 (February 10, 2021): 168–86. http://dx.doi.org/10.1108/ijlls-09-2020-0068.
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PurposeThe authors developed a lesson study innovation for bridging pre-service teachers' experiences in an early methods course and clinical experiences focusing on the development of technological pedagogical content knowledge (TPACK). The authors analyze one planning meeting by a lesson study team comprised of four pre-service teachers and one cooperating teacher. The purpose of this research was to determine the nature of documentation during the online planning meeting and how the cooperating teacher facilitated the documentation process.Design/methodology/approachThe authors used Gueudet and Trouche's (2009) documentation framework to determine the way the lesson study team in our study used all the resources available to plan a lesson. They analyzed the video recordings of the meeting to examine the interplay between material, didactical and mathematical components during the discussions. The material components included the Teacher Desmos Activity Builder and the eTextbook. The didactical components included assessment, scaffolding, multiple representations and problem-solving activities. The mathematical components pertained to systems of linear equations and inequalities with two variables.FindingsThe authors’ findings show that the cooperating teacher performed an invariant set of actions for improving the research lesson and, also, gave recommendations about how to implement the lesson. In facilitating the planning discussions, the cooperating teacher made explicit the relationship between material, didactical and mathematical components. The authors’ work has implications for supporting the preparation of facilitators of online planning sessions during lesson study.Research limitations/implicationsThe authors did not have access to the planning meeting where the PSTs created the draft of the research lesson. In addition, they are reporting the observations of only one online meeting.Originality/valueThe authors’ work has implications for supporting the preparation of facilitators of online planning sessions during lesson study.
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Zhou, George, Sonia Wai-Ying Ho, Yuanrong Li, Mingyue Luo, Haley Freedman, and Jian Luo. "Reciprocal Learning Between Canadian and Chinese Schools Through the 24 Nature Notes Project." Journal of Teaching and Learning 13, no. 1 (September 17, 2019): 7–24. http://dx.doi.org/10.22329/jtl.v13i1.5988.
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The 24 Nature Notes project was part of the China-Canada Reciprocal Learning Program. Two sister schools participated in the project. Following the same set of dates, students from both schools conducted outdoor observations and collected data. Skype meetings were arranged to exchange ideas and share student work. This study aims to understand the impact of the project on Canadian and Chinese teachers and students, what they learned from each other, and what challenges they faced. Data was collected through observation notes, meeting minutes, student work, and interviews with both Chinese and Canadian teachers and students. Data analysis revealed that the project was a positive opportunity for participants from both countries to gain cross-cultural understanding. The Canadian students enjoyed the freedom in topic selection and presentation formats. They particularly liked the life lessons that the Chinese students shared through their work. The Canadian teachers also valued the idea as it allows students to reflect their observations from a different context. The Chinese teachers and students appreciated the Canadian students’ creativity. They gained inspiration from Canadian teachers and students and as a return their project work became more creative.
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Glazzard, Jonathan, and Anthea Rose. "The impact of teacher well-being and mental health on pupil progress in primary schools." Journal of Public Mental Health 19, no. 4 (September 3, 2019): 349–57. http://dx.doi.org/10.1108/jpmh-02-2019-0023.
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Purpose The study was based around the following three research questions: What factors affect teacher well-being and mental health? How does teacher well-being and mental health impact on the progress of students? What resilience strategies are used by highly effective teachers with poor mental health to ensure that their students thrive? The paper aims to discuss this issue. Design/methodology/approach The research study was qualitative in nature and involved ten primary schools in England. Teachers and head teachers were interviewed. Each school visit also included a pupil discussion group with children from Years 3. In total, the research team interviewed 35 education professionals and 64 pupils. Findings Teachers reported a number of work-related stress triggers including busy times of the year, such as assessment periods, the pressure of extra curricula activities, the unexpected, keeping up with the pace of change and changes in school leadership. Children were attuned to their teacher’s mood and could usually pick up when they were feeling stressed, even if teachers tried to hide it. Originality/value No studies have used pupil voice to explore pupil perspectives of the impact of teacher mental health on their learning and progress. This is the first study of its kind.
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Alanazi, Fayadh Hamed. "THE VIEWPOINTS OF PRE-SERVICE SCIENCE TEACHERS ON THE ESSENTIAL NATURE OF SCIENCE CONCEPTS IN THE SAUDI CONTEXT: A TRIANGULATION APPROACH." Journal of Baltic Science Education 17, no. 4 (August 20, 2018): 688–710. http://dx.doi.org/10.33225/jbse/18.17.688.
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This research examines viewpoints held by pre-service science teachers on key concepts of the Nature of Science (NoS) in the Saudi context. Much research in this context emphasises quantitative methods, so this research utilises methodological triangulation to validate the data. Quantitative data was first obtained from 35 pre-service teachers using a method based on the Myths of Science Questionnaire (MOSQ). A qualitative approach was then applied using an open-ended questionnaire and semi-structured interviews of ten pre-service teachers, adopted from the Views of Nature of Science questionnaire form C (VNOS-C). The pre-service teachers’ perspectives on the NoS were found to be lacking, especially regarding scientific knowledge, scientific methods, and the work of scientists. Furthermore, several respondents failed to consider science as a social enterprise. Suggestions and recommendations are provided to address such misinterpretations and poor scientific understandings, which are likely due to a lack of science philosophy content in educational programmes for teachers. Keywords: epistemology of science, Myths of Science Questionnaire (MOSQ), Nature of Science (NoS), pre-service science teacher, science philosophy, Views of Nature of Science form C (VNOS-C).
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Maksiutov, Andrii. "PATRIOTIC EDUCATION OF FUTURE TEACHERS OF GEOGRAPHY BY MEANS OF TOURIST AND LOCAL HISTORY WORK." Collection of Scientific Papers of Uman State Pedagogical University, no. 1 (April 12, 2021): 132–38. http://dx.doi.org/10.31499/2307-4906.1.2021.228800.
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The structural and functional aspects of patriotic education of future teachers of geography by means of tourism and local history work are substantiated in the article that involves the interaction of its elements (value-driven, motivational, cognitive, personal and practical); principles (humanization, democratization, conformity to nature, conformity to culture and educational advisability), forms, methods, means and functions of tourism and local history work. The latter were proved to be a compulsory element of future teachers of geography practical training. The analysis of the literary sources in which the question of patriotic education of future teachers of geography youth by means of tourism and local history work is revealed.
Keywords: education, patriotic education, scientific problem, content of patriotic upbringing, pedagogical conditions of patriotic upbringing, patriotic upbringing, tourist and local history work, higher education institution, future teacher of geography, components and results of patriotic upbringing.
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Yeşilpınar Uyar, Melis, Tuba Demirel, and Ahmet Doğanay. "DEVELOPMENT OF PRE-SERVICE TEACHERS’ UNDERSTANDING OF THE NATURE OF SCIENCE THROUGH AN INTERDISCIPLINARY CURRICULUM: A CASE STUDY." Journal of Baltic Science Education 17, no. 4 (August 20, 2018): 728–41. http://dx.doi.org/10.33225/jbse/18.17.728.
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In the research, the purpose was to implement and evaluate an interdisciplinary curriculum that aimed at developing social sciences pre-service teachers’ understanding and knowledge about the nature of science. This research was based on case study design. In order to collect the research data, the methods of observation, interview and document analysis were used. For the analysis of the data, the inductive content analysis approach was applied. The results of the analysis demonstrated that the curriculum implemented had positive influence on the pre-service teachers’ understanding and knowledge about the nature of science. In this respect, it was found that the curriculum helped develop the participants’ lack of skills and knowledge about the subjects related to “nature of scientific models, nature of observations and values guiding scientists in their work and social lives” included in the content of nature of science. In addition, it was revealed that the pre-service teachers’ lack of readiness made the implementation process difficult. Key words: curriculum development, interdisciplinary curriculum, nature of science, teacher education.
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Hussain, Bashir, Asia Zulfqar, Nadia Gilani, and Syed Abdul Waheed. "INVESTIGATION OF WORK-FAMILY AND FAMILY-WORK CONFLICTS AMONG SCHOOL TEACHERS FROM GENDER AND MARITAL STATUS PERSPECTIVE." Humanities & Social Sciences Reviews 9, no. 3 (June 21, 2021): 1089–98. http://dx.doi.org/10.18510/hssr.2021.93108.
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Purpose of the Study: The primary objective of this study was to investigate work-family and family-work conflicts and the nature of these conflicts among teachers in schools of Southern Punjab, Pakistan, from the perspective of their gender and marital status. Moreover, this research also examined the difference between work-family and family-work conflicts among teachers.
Methodology: This study used both descriptive and survey research designs. A questionnaire comprising 22-items work-family and family-work conflict scales was used. The researchers administered the tool to 422 elementary teachers from forty (40) schools of the three districts of southern Punjab, Pakistan, who were randomly selected using both multistage clusters and the stratified sampling techniques. Both descriptive and inferential statistics were employed for analyzing the data.
Main Findings: This study found that teachers hardly believe that their workplace tasks create hurdles in performing their family roles. Likewise, the study found that teachers hardly believe that their family responsibilities create any hurdles in performing their tasks at work. The study further found that female teachers’ family is more affected by their work engagements than male.
Applications of this study: The results of this study will be helpful for teachers, counsellors, managers, and policymakers in developing programs that are likely to reduce work-family-work conflicts among teachers of elementary schools.
Novelty/Originality of this study: Work-family-work conflicts among teachers in schools of Southern Punjab, Pakistan, have not been addressed from the perspective of their gender and marital status.
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Alexandra I., Ulzytueva, and Kurganskaya Alla V. "Development of Skills for Analysis of Artwork in Children of Preschool and Primary School Age." Scholarly Notes of Transbaikal State University 16, no. 2 (May 2021): 59–69. http://dx.doi.org/10.21209/2658-7114-2021-16-2-59-69.
Full textAbstract:
The article updates the problem of developing the skills of analyzing a work of art in children of preschool and primary school age. The article defines the significance of the analysis of works of fiction in solving the problems of introducing children to book culture, forming interest in reading children’s literature. The solution of the indicated problems is possible when teachers of preschool and primary general education have methodological competence, manifested in knowledge of the features of works of folklore and fiction, in the ability to analyze them. In order to identify the formation of methodological competence, teachers of preschool educational organizations and secondary schools were offered questionnaires, the results of the questionnaire are presented in the article. It was revealed that teachers realize the importance of analyzing works of art, know the methods and techniques of analyzing works, explaining words unfamiliar to children, are able to formulate questions that reveal an understanding of the content of the work, etc. However, it is not always correct to determine at what stage of acquaintance with an art work it is appropriate to ask questions of a different nature, focused on a deep analysis of the work. The analysis of teacher questionnaires and the direct monitoring of the educational activities of children and teachers in preschool educational organizations and schools indicate the need for systematic and systematic work to increase the methodological competence of primary school teachers and teachers in the field of analysis of works of art. Keywords: analysis of artistic work, children of preschool and primary school age, methodological competence, methods and techniques of analysis of artistic work, federal state educational standard of preschool education, federal state educational standard of primary general education
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Garcia Silva, Angélica Fontoura, Sandra Cristina Lopes, and Maria Elisa Esteves Lopes Galvão. "Professional Knowledge and Teacher's Reflections in Teaching a Situation Involving the Idea of Proportionality." Acta Scientiae 22, no. 5 (September 28, 2020): 143–64. http://dx.doi.org/10.17648/acta.scientiae.5625.
Full textAbstract:
Context: Study groups of teachers who meet to reflect on the teaching of mathematics constitute potentially a formative process that can foster teachers' professional knowledge . Objectives: This investigation brings results on the development of professional knowledge of a teacher who delves into ideas related to the concept of proportionality and her teaching during her participation in a study group. Design: The research is of a qualitative nature. Environment and participants: The research was carried out within a study group formed at the school the teacher works, involving seven educators, including teachers and researchers. Data collection and analysis: Data were collected through direct observations, recordings of two study sessions and the development of a class. Observations and reflections on the teaching practice are collected during group studies, based on Zeichner and Ball, Thames and Phelps were analyzed. Results: Their experiences enabled the teacher to expand significantly the knowledge base about the situation presented, and fostered her reflections on the theme and her teaching, especially regarding the resolutions the students presented. Conclusions: The analysis of the process reveals that the proposal to solve problems related to the ideas of proportionality and the analysis of the way students work in the classroom to solve them brings a new meaning to the teacher's knowledge, helping teacher to become more confident to intervene constructively in the students' learning process.
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Semorlan, Ava Ann P., Elisheba D. De Vera, William Jerick L. Mambil, and Perlita L. Atendido. "Factors That Motivate Teachers to Work in School." Proceedings Journal of Interdisciplinary Research 2 (October 10, 2015): 170–76. http://dx.doi.org/10.21016/irrc.2015.ma08wf12o.
Full textAbstract:
Teachers play a crucial role in society. They serve as an important workforce in every community. They can dramatically impact the degree and quality of learning of the students. Considering the significant functions they perform worldwide, factors that influenced their job satisfaction was explored in this research. This study involves 75 teachers, ages 20 to 55 years old from the School of Saint Anthony in Lagro, Quezon City. The researchers examined the factors that motivate teachers to work in school. Another purpose of this study is to analyze how to improve the job satisfaction of teachers. The result of the survey revealed that the factors that can motivate and influence the teachers in their job satisfaction are working with the students, colleagues, a good working environment, fringe benefits, and salary. The findings of this research study support the view of Abraham Maslow’s Hierarchy of Needs and Frederick Herzberg’s Two Factory Theory. The findings revealed that external rewards like the salary and working environment are not the main motivating factors for teachers to work in school. Rather, the result suggests that teachers are intrinsically motivated. Their job satisfaction came from realizing the higher level of psychological needs such as the nature of the work itself, responsibility, achievement, recognition, and advancement.