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Artículos de revistas sobre el tema "Teacher"

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Autor: Grafiati
Publicado: 4 de junio de 2021
Última modificación: 28 de julio de 2024

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1

Saraeva, Tatiana P. "Teacher of Teachers". Человек. Общество. Наука 3, n.º 4 (2022): 71–75. http://dx.doi.org/10.53015/2686-8172_2022_3_4_71.

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2

Hafiz Nurulhaq, Gulam, Eri Kurniawan, Ihsan Hikmawan, Regiana Ginanjar y Firman. "The Teacher Community Role toward Teacher Professionalism on Designing EFL Instructional Objectives". Inspiring: English Education Journal 7, n.º 1 (27 de marzo de 2024): 140–62. http://dx.doi.org/10.35905/inspiring.v7i1.8940.

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Developing professional competence is always required by the teacher to present meaningful learning experiences to reach the goal. Moreover, the pandemic has changed every side of life, including teaching and learning activities. One of the competencies is designing the instructional objectives, and the teacher community can support their development. This study explores the role of the teacher's community in developing teachers' professional competence in designing the instructional objective in the EFL context. This study uses qualitative methods with questionnaires and interview instruments to collect the data. Two teachers contribute to this study. They come from senior high school teachers. One teacher teaches in a public school, and the other teaches in a private one. The result showed that three types of teachers' communities play a role in respondents' development in teachers' professional competence in designing instructional learning objectives. Besides, they can design the learning objectives; further researchers may conduct follow-up research with a broader subject, complete literature, and more relevant methods to draw generalizations.
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3

Goodson, Ivor F. "Sponsoring the Teacher's Voice: teachers' lives and teacher development". Cambridge Journal of Education 21, n.º 1 (enero de 1991): 35–45. http://dx.doi.org/10.1080/0305764910210104.

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Irmayani, Nunung Anugrawati y Andi Bulkis Maghfirah Mannong. "TEACHERS’ STRATEGIES IN OVERCOMING STUDENTS’ ANXIETY IN SPEAKING ENGLISH". Indonesian Journal of Psycholinguistics 1, n.º 3 (30 de noviembre de 2022): 133–42. http://dx.doi.org/10.56983/ijp.v1i3.423.

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This research aimed to find out the teachers’ strategies in overcoming student’ anxiety in speaking English and students’ perception toward the strategies used by the teacher to overcome student’ anxiety in speaking English at SMAN 1 Gowa. This research was a descriptive qualitative research. The data was collected through observation checklist and semi-structured interview. The participants were the English teachers and students of at SMAN 1 Gowa. The researcher took 6 students from 3 classes; the X IPS1, XI IPA1, and XII IPA5 class and there English teachers.The findings showed about the teachers’ strategies to overcome students’ anxiety in speaking English and students’ perceptions toward the strategies used by the teachers. First, there were three strategies that were used by the teachers. The teacher who teaches at X IPS1 (T1) used playing games strategy, the teacher two who teaches at XI IPA1 (T2) used question and answer strategy, and the last teacher who teacher at XII IPA5 (T3) used guess word strategy in overcoming students’ anxiety in speaking English. Second, every single students who became respondents in this research said that they agree with the strategies used by the teacher can overcome their anxiety in speaking English.
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5

Feiman-Nemser, Sharon. "Teachers as Teacher Educators". European Journal of Teacher Education 21, n.º 1 (enero de 1998): 63–74. http://dx.doi.org/10.1080/0261976980210107.

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6

Tigner, Steven S. "Homer, Teacher of Teachers*". Journal of Education 175, n.º 3 (octubre de 1993): 43–64. http://dx.doi.org/10.1177/002205749317500304.

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7

Thornbury, S. "Teachers research teacher talk". ELT Journal 50, n.º 4 (1 de octubre de 1996): 279–89. http://dx.doi.org/10.1093/elt/50.4.279.

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8

Jubaidah, Siti. "EVALUASI PENGAJARAN GURU BAHASA ARAB DI MAN III RAWASARI JAKARTA PUSAT". Al-Ma'rifah 12, n.º 01 (30 de abril de 2015): 84–92. http://dx.doi.org/10.21009/almakrifah.12.01.08.

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Abstract Teacher’s self evaluation is a way to guide teachers in identifying strengths and weaknesses in learning. Improving teacher’s professionalism started by recognizing and realizing the weaknesses in learning, and by a willingness to enhance self competence. This article is a result of a research that examined four domains that affect students achievement, namely the strategies and teacher’s behavior in learning, planning and preparation done before learning, reflection on learning, and collegiality that supported teacher professionalism. This study aims at describing the strengths and weaknesses of teacher’s in Arabic learning process, and describing the need for teachers to increase professionalism in teaching. The data was obtained by an instrument in form of a questionnaire of teacher’s self evaluation. Respondents consisted of Arabic teacher senior high school of the MAN 3 Rawasari. The instrument used has been validated. The result showed that most of the teachers carried out most of the components contained in the strategies and teaching behaviors and implemented teaching planning and preparation. In teaching planning and in learning process, however, teacher colleagues were still rarely involved for professional development. Reflection on the learning process and planning is rarely conducted jointly with colleagues. For further improvement of teacher learning, more intensive discussion with colleagues, principals, and supervisors are required. Besides, teachers can observe teaching process of other teachers, obtain feedback on learning not only from colleagues but also from principals and supervisors, and coaching done by the principal or learning expert. Keywords: self-evaluation, teaching, improvement, professionalism, strengths, weaknesses, high school’s teacher.
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9

Susanto, Syahri y Bayu Priyatna. "Teacher Monitoring Application in Teaching Based on CodeIgniter Framework in High Schools". Buana Information Technology and Computer Sciences (BIT and CS) 1, n.º 1 (1 de enero de 2020): 12–15. http://dx.doi.org/10.36805/bit-cs.v1i1.679.

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This is Teacher monitoring in teaching at one Karawang Middle School, is needed to monitor teachers in teaching in class so it can be seen whether the teacher often does teaching and learning activities or not, teachers do not always attend school then carry out teaching and learning activities and also not teachers are not in attendance does not give assignments as a substitute for learning. This monitoring application can support the teacher monitoring process in teaching in the classroom. The system development method used is a waterfall and uses PHP and MySQL. This application is a consideration of how often the teacher teaches in class.
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10

Bulan, Sedayang, Yesi Arikarani, Wulandari Wulandari, Pipit Malani y Bima Maulidi. "Inovasi Guru Menciptakan Komunikasi Pembelajaran Yang Sukses Dan Berpengaruh". 'Edification Journal 6, n.º 1 (31 de julio de 2023): 37–51. http://dx.doi.org/10.37092/ej.v6i1.588.

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A successful and influential teacher is a teacher who can be a good relationship in terms of teaching, communication, and have the best impression on his students if the teacher teaches with full expertise in educating, training, teaching. This study aims to examine teacher innovation in creating successful and influential learning communication. By using qualitative methods of literature or contect review, which is very helpful in providing context and meaning in analyzing the meaning of innovation, successful teacher learning communication. The results of this study illustrate first, teachers innovate, starting from curriculum innovation, understanding innovating and creativity in student learning processes, modalities, developing strategies, methods, learning models and canva application media that create interesting learning and seem effective and efficient. Second, interactive teacher and student communication Messages are conveyed in the form of material or teachings both verbally and non-verbally. Third, teachers who have four competencies. They are pedagogic, professional, personal and social. Successful teachers are professional teachers, teachers who are ready to face the challenges of the times, teachers who are ready to innovate, work and be creative. Teachers who teach expect the value of worship and shape the character of teachers and students.
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11

Teng, (Mark) Feng. "Understanding Teacher Autonomy, Teacher Agency, and Teacher Identity: Voices from Four EFL Student Teachers". English Teaching & Learning 43, n.º 2 (3 de mayo de 2019): 189–212. http://dx.doi.org/10.1007/s42321-019-00024-3.

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12

Ahn, Kyungja. "English teachers’ professional development: Teacher training program design and teacher perception of teacher training". Korea Journal of English Language and Linguistics 23 (31 de enero de 2023): 89–108. http://dx.doi.org/10.15738/kjell.23..202301.89.

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13

Robinson, Maureen y Wendy McMillan. "Who teaches the teachers? Identity, discourse and policy in teacher education". Teaching and Teacher Education 22, n.º 3 (abril de 2006): 327–36. http://dx.doi.org/10.1016/j.tate.2005.11.003.

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14

Feng, Li y Tim R. Sass. "Teacher Quality and Teacher Mobility". Education Finance and Policy 12, n.º 3 (julio de 2017): 396–418. http://dx.doi.org/10.1162/edfp_a_00214.

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There is growing concern among policy makers over the quality of the teacher workforce in general, and the distribution of effective teachers across schools. The impact of teacher attrition on overall teacher quality will depend on the effectiveness of teachers who leave the profession. Likewise, teacher turnover may alleviate or worsen inequities in the distribution of teachers, depending on which teachers change schools or leave teaching and who replaces them. Using matched student–teacher panel data from the state of Florida, we examine teacher mobility across the distribution of effectiveness (as measured by teacher value added). We find that top-quartile and bottom-quartile teachers exit at a higher rate than do average-quality teachers. Additionally, as the share of peer teachers with more experience, advanced degrees, or professional certification increases, the likelihood of moving within-district decreases. We also find some evidence of assortative matching among teachers—more productive reading/language arts teachers are more likely to stay in teaching if they have more productive peer teachers.
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15

Szeto, Elson y Annie Yan-Ni Cheng. "Principal–teacher interactions and teacher leadership development: beginning teachers’ perspectives". International Journal of Leadership in Education 21, n.º 3 (11 de enero de 2017): 363–79. http://dx.doi.org/10.1080/13603124.2016.1274785.

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16

Cruickshank *, Ken. "Towards diversity in teacher education: teacher preparation of immigrant teachers". European Journal of Teacher Education 27, n.º 2 (junio de 2004): 125–38. http://dx.doi.org/10.1080/0261976042000223006.

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17

Kagoda, Alice Merab y John Sentongo. "Practicing Teachers' Perceptions of Teacher Trainees: Implications for Teacher Education". Universal Journal of Educational Research 3, n.º 2 (febrero de 2015): 148–53. http://dx.doi.org/10.13189/ujer.2015.030211.

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18

Kim, Jeong-a. "Teachers" Perceptions of Teacher Policy according to Teacher Identity Types". Korean Educational Administration Society 42, n.º 1 (30 de abril de 2024): 1–25. http://dx.doi.org/10.22553/keas.2024.42.1.1.

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19

Ubat, Ubat. "THE ROLE OF A PRINCIPAL IN DEVELOPING THE PROFESSIONALITY OF TEACHERS AT SMP NEGERI 10 IN TANJUNGBALAI". JURNAL TARBIYAH 29, n.º 1 (30 de junio de 2022): 163. http://dx.doi.org/10.30829/tar.v29i1.1383.

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<p>This study aims to describe the planning, supervision, role, and actions of a school principal in developing teacher professionalism at SMP Negeri 10 in Tanjung Balai. This research follows qualitative research methods, and the triangulation technique is used to obtain the data through observation, interviews, and document studies. The results of this study indicate that the planning carried out by the principal is to create criteria for the acceptance of new staff, to create a teacher work program per quarter, and to save school funds. The supervision carried out is formative and summative model supervision, which is carried out periodically every week in the classroom by paying attention to the way the teacher teaches. Extrinsic motivation carried out by school principals in motivating their teachers is by praising the teachers, being respectful to teachers, listening to teacher complaints, following up on teacher complaints, and providing training in the IT field. Meanwhile, the intrinsic motivation is that when teachers cannot attend the training, the teachers can learn from their colleagues so that the teacher can continue to improve their abilities.</p>
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20

Lenka, S. K. "Pupil Teachers’ Attitude towards Teacher Eligibility Test (TET)". Journal of Advances and Scholarly Researches in Allied Education 15, n.º 5 (1 de julio de 2018): 1–3. http://dx.doi.org/10.29070/15/57422.

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21

Targamadze, Vilija, Vaiva Juskiene y Mariam Manjgaladze. "TEACHER TRAINING: EDUCATIONAL ACTIVITIES FOR PRE-SERVICE TEACHERS". INTERNATIONAL JOURNAL OF MULTILINGUAL EDUCATION VI, n.º 2 (29 de diciembre de 2018): 37–48. http://dx.doi.org/10.22333/ijme.2018.12005.

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Teacher training has always been a challenge as teachers are prepared for work in the future, with a focus on developing the competencies required for a future person. Therefore, it is expedient to identify the competencies that he or she needs to develop. It is likely that those will be new directions of competence: creating new value, reconciling tensions and dilemmas, taking responsibility. In order to implement these or other competencies and literacies, it is necessary to model the study programmes of teacher training and educational activities used by teacher educators in pursuit of these goals. It is the suitability of educational activities used for the training of educators, working with the new generation, that is analysed in this article. In 2018, an empirical research was carried out on the suitability of the types of educational activities, as distinguished by D. Leclercq and M. Pournay (2005), used by the teacher educator in the preparation of pre-service teachers, with respect to the opinion of educational science researchers – experts. The research included nine researchers selected according to particular criteria, who were from three countries, namely Georgia, Latvia and Lithuania. There were three researchers from three different countries who assessed the suitability of educational activities by answering in writing to the questions submitted in the questionnaire. According to the experts, all types of educational activities may actually be suitable as long as they are targeted and properly designed to achieve the intended learning goals.
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22

Pantić, Nataša y Theo Wubbels. "Teacher competencies as a basis for teacher education – Views of Serbian teachers and teacher educators". Teaching and Teacher Education 26, n.º 3 (abril de 2010): 694–703. http://dx.doi.org/10.1016/j.tate.2009.10.005.

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23

Andreasen, J. K., C. R. P. Bjørndal y V. B. Kovač. "Being a teacher and teacher educator: The antecedents of teacher educator identity among mentor teachers". Teaching and Teacher Education 85 (octubre de 2019): 281–91. http://dx.doi.org/10.1016/j.tate.2019.05.011.

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24

Liston, Daniel P. "Teachers’ Work and Teacher Education". Review of Education 12, n.º 2 (marzo de 1986): 93–98. http://dx.doi.org/10.1080/0098559860120203.

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25

Timmerman, Greetje. "Teacher educators modelling their teachers?" European Journal of Teacher Education 32, n.º 3 (agosto de 2009): 225–38. http://dx.doi.org/10.1080/02619760902756020.

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26

Odell, Sandra J. "Preparing Teachers for Teacher Leadership". Action in Teacher Education 19, n.º 3 (octubre de 1997): 120–24. http://dx.doi.org/10.1080/01626620.1997.10462884.

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27

Abrams, Leonard y Arnold S. Weisgold. "TRULY A TEACHER OF TEACHERS". Journal of Esthetic and Restorative Dentistry 10, n.º 3 (mayo de 1998): 100–101. http://dx.doi.org/10.1111/j.1708-8240.1998.tb00345.x.

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28

Lacina, Jan y Robin Griffith. "Valuing Teachers-and Teacher Education". Reading Teacher 72, n.º 4 (26 de diciembre de 2018): 421–22. http://dx.doi.org/10.1002/trtr.1779.

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29

Aronson, Deb. "Teacher Advocacy: Teachers Speaking Up". Council Chronicle 19, n.º 3 (1 de marzo de 2010): 6–8. http://dx.doi.org/10.58680/cc201012240.

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30

Tuasikal, Muhammad Abduh, Lantip Diat Prasojo y Muhyadi Muhyadi. "Role Of Managerial Principles And Teaching Supervision In Improving Teacher Performance At The Islamic Education Center For Kids". Journal of Social Science (JoSS) 3, n.º 1 (20 de febrero de 2024): 1210–20. http://dx.doi.org/10.57185/joss.v3i1.269.

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The Islamic Educational Center for Kids (IECFK) is an important institution that teaches children about Islam and Al-Qur'an. However, many IECFKs need more competent teachers. Therefore, more research is needed to identify ways to improve teacher performance in IECFKs. This study aims to improve the teaching performance of IECFK teachers by enhancing their managerial principles and teaching supervision. Cluster random sampling was used to gather data and electronic questionnaires were sent to 288 IECFK administrators out of 995 IECFKs in Gunungkidul, Yogyakarta. The questionnaires were filled out to collect research data, which was analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM). The study found that both managerial principles and teaching supervision positively and significantly impacted teacher performance. These findings can be used to improve the quality of teacher performance at IECFKs and provide recommendations for improvement. Supervision should focus on continuous teacher development. Future research could explore other variables that affect teacher performance, such as school culture, teacher training, and improving teacher welfare.
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31

Newton, Xiaoxia A., Linda Darling-Hammond, Edward Haertel y Ewart Thomas. "Value-Added Modeling of Teacher Effectiveness: An Exploration of Stability across Models and Contexts". education policy analysis archives 18 (30 de septiembre de 2010): 23. http://dx.doi.org/10.14507/epaa.v18n23.2010.

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Recent policy interest in tying student learning to teacher evaluation has led to growing use of value-added methods for assessing student learning gains linked to individual teachers. VAM analyses rely on complex assumptions about the roles of schools, multiple teachers, student aptitudes and efforts, homes and families in producing measured student learning gains. This article reports on analyses that examine the stability of high school teacher effectiveness rankings across differing conditions. We find that judgments of teacher effectiveness for a given teacher can vary substantially across statistical models, classes taught, and years. Furthermore, student characteristics can impact teacher rankings, sometimes dramatically, even when such characteristics have been previously controlled statistically in the value-added model. A teacher who teaches less advantaged students in a given course or year typically receives lower effectiveness ratings than the same teacher teaching more advantaged students in a different course or year. Models that fail to take student demographics into account further disadvantage teachers serving large numbers of low-income, limited English proficient, or lower-tracked students. We examine a number of potential reasons for these findings, and we conclude that caution should be exercised in using student achievement gains and value-added methods to assess teachers’ effectiveness, especially when the stakes are high.
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32

Anwar, Ali. "Korelasi Jabatan Fungsional, Kepangkatan, Masa Kerja, Ijasah Dengan Profesionalitas Dosen Jurusan Tarbiyah Sekolah Tinggi Agama Islam Negeri (STAIN) Kediri". Realita : Jurnal Penelitian dan Kebudayaan Islam 13, n.º 1 (20 de mayo de 2022): 34–45. http://dx.doi.org/10.30762/realita.v13i1.31.

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The present study aims at examining teacher’s professionalism and its reciprocal relation with functional position, rank stratification, length of work, and the diploma. Besides intended to verify the theory of James H. Stronge et al, this study can also be employed to evaluate Peraturan Pemerintah RI number 37 year 2009 Chapter 7, that states that teacher certification is valid as long as the teachers conduct their assignment as teachers, and it is not necessarily evaluated regularly. Data collection technique in the present study was executed through documentation and questionnaire. The  total of the student sample who provided their assessment on the teacher professionalism was 328, with 8 students representing each class. Each student provides their assessment for all teachers who were teaching in even semester of 2013-2014. Kendali tau was then employed for the data analysis technique. This study concluded that, firsly, functional position is negatively correlated with teacher professionalism at the Department of Tarbiyah STAIN Kediri; secondly, rank stratification is also negatively correlated with teacher professionalism; thirdly, length of teaching is not correlated with teacher professionalism; and fourthly, level of diploma is also not correlated with teacher professionalism at the Department of Tarbiyah STAIN Kediri.
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33

DWIUTAMI, LUSSY y TANTRI DWINANTIKA WARDI. "EFIKASI DIRI DAN KEMAMPUAN LITERASI INFORMASI PADA GURU SEKOLAH MENENGAH ATAS". JPPP - Jurnal Penelitian dan Pengukuran Psikologi 4, n.º 2 (30 de octubre de 2015): 65–73. http://dx.doi.org/10.21009/jppp.042.04.

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This study aims to determine the relationship between teachers’ efficacy with information literacy skill on high-school teacher. This reaserch used qualitative approach with correlational research method. Population in this study was high-shcool teachers whom teached with curriculum 2013 in DKI Jakarta. Samples that used was 100 teachers using quota sampling technique. Measurement of information literacy used adaptation instrument made by Tisa Lina Putri (2013) based on The Big6 Model with instrument reliability was 0.94. Teachers efficacy was measured by Teacher Sense of Efficacy Scale from Tschannen-Moran and Woolfolk Hoy (2001) with reliability of 0.70. Based on the results of data analysis, obtained the results there is a relationship between teacher efficacy with information literacy on the teacher. The result correlation value is 0.369 with a significance of 0.000 at a significance level of 5%. Thus it can be concluded that there is a positive relationship between the teachers efficacy with information literacy.
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34

Pecivova, Veronika. "Preventing reality shock in future pre-school and primary school teachers". New Trends and Issues Proceedings on Humanities and Social Sciences 4, n.º 8 (10 de enero de 2018): 171–75. http://dx.doi.org/10.18844/prosoc.v4i8.3028.

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Reality shock in pre-school and primary school teachers is a significant factor affecting beginning of careers of novice teachers. The purpose of the project of Ministry of Education Youth and Sports of the Czech Republic called ‘Preventing reality shock in future preschool and primary school teaches at the beginning of their career’is to prepare students of preschool and primary teacher education for the beginning of their teaching career and thus prevent reality shock once they become service teachers. One of the focuses of studies presented in the project covers topics related to health problems of children teachers will possibly have to cope with in their classes. The aim is to provide teacher education students with information, which can help them in their teaching practice. Setting relationship between health issues and education is important, as it raises awareness of possible impacts certain health conditions of children may have on their education. We want to focus on the problem from the perspective of teacher training. Keywords: Reality shock, preschool teacher education students, primary teacher education students, health conditions.
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Ahmed, Md Meraz, Md. Rokonuzzaman y Md Kamal Hossain. "Teacher Educators and Trainee Teachers' Attitude toward Online Teacher Education Courses". Jurnal Pendidikan 23, n.º 2 (17 de septiembre de 2022): 78–90. http://dx.doi.org/10.33830/jp.v23i2.3333.2022.

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The purpose of the study was to explore the attitude toward Online Teacher Education Courses (OTECs). To that end, this study was carried out over the teacher educators and trainee teachers of Bangladesh Open University. Here, teacher educators represent the faculty members of the School of Education (SoE) of Bangladesh Open University (BOU), and trainee teachers represent the Master of Education (M.Ed.) and Bachelor of Education (B.Ed.) students of BOU. A mixed research approach with triangulation was used to conduct the study with a descriptive survey, two Focus Group Discussions (FGDs), and one key personnel interview. Data were collected from a total of 602 teacher trainees (182 were M.Ed. students and 420 were B.Ed. students) and 12 teacher educators, selected through multiple sampling techniques. The data revealed that the teacher educators and trainee teachers had a positive attitude towards online courses since the mean score of faculty members, M.Ed., and B.Ed. students of BOU were 3.60, 381, and 3.81, respectively. Considering all these aspects, this study suggested that SoE/BOU needs to decide rationally to shape its future Online Teacher Education Courses (OTECs). This research contributes to the basement of new knowledge through an explorative study with all the possible stakeholders covering the whole country of interest.
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Ban, Jae-Chun, Sun Kim, Chung Park y HeeKyoung Kim. "Teachers’ Perceptions on the Teacher by Teacher Process fortified Assessment Policy". Journal of Curriculum and Evaluation 21, n.º 3 (agosto de 2018): 105–30. http://dx.doi.org/10.29221/jce.2018.21.3.105.

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37

Grundy, Shirley y Elizabeth Hatton. "Teacher Educators, Student Teachers and Biographical Influences: implications for teacher education". Asia-Pacific Journal of Teacher Education 26, n.º 2 (julio de 1998): 121–37. http://dx.doi.org/10.1080/1359866980260204.

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Smith, Kari. "Teacher educators’ expertise: what do novice teachers and teacher educators say?" Teaching and Teacher Education 21, n.º 2 (febrero de 2005): 177–92. http://dx.doi.org/10.1016/j.tate.2004.12.008.

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Malmberg, Lars-Erik. "Goal-orientation and teacher motivation among teacher applicants and student teachers". Teaching and Teacher Education 22, n.º 1 (enero de 2006): 58–76. http://dx.doi.org/10.1016/j.tate.2005.07.005.

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40

Lee, Icy. "Writing teacher education and teacher learning: Testimonies of four EFL teachers". Journal of Second Language Writing 19, n.º 3 (septiembre de 2010): 143–57. http://dx.doi.org/10.1016/j.jslw.2010.05.001.

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41

Bloom, Lynn Z. "Finding a Family, Finding a Voice: A Writing Teacher Teaches Writing Teachers". Journal of Basic Writing 9, n.º 2 (1990): 3–14. http://dx.doi.org/10.37514/jbw-j.1990.9.2.02.

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42

Park, Jin-Ok, HyunSeok Kwak y Kyung-Sung Kim. "The Relationship among Teacher-Efficacy, Teacher Evaluation and Teacher Professional Development Motivation for Elementary School Teachers". Korean Association For Learner-Centered Curriculum And Instruction 16, n.º 11 (3 de noviembre de 2016): 879–900. http://dx.doi.org/10.22251/jlcci.2016.16.11.879.

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Barkuizen, Gary. "Language Teacher Mindset and Teacher Identity". Language Teacher 47, n.º 5 (1 de septiembre de 2023): 6–7. http://dx.doi.org/10.37546/jalttlt47.5-1.

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Teacher identity refers to how teachers see themselves as teachers and how others see them as teachers. A teacher growth mindset refers to a teacher’s belief system that sees professional learning as a possibility, even in the face of challenges and disruptions. In this presentation, I outline what teacher identity means, and why it is important for teachers to know about their changing identities in the contexts in which they work. I also suggest narrative ways of exploring those identities – that is, to generate and understand teachers’ identity stories. I then briefly describe what mindsets are and share several stories told by teachers and teacher educators that reveal how their identities and their mindsets interconnect. I show how this interconnection does not always reveal a growth mindset or a belief in learning. To try to explain this situation, I present a professional development framework consisting of a number of interrelated mindset continua that aims to achieve, through teacher narrative inquiry, some sort of equilibrium or stability in the lives of hard-working teachers.
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44

Angriawan Latumanase, Feby. "Pengaruh Motivasi dan Kepuasan Kerja Terhadap Kinerja Guru SMA Negeri 6 Halmahera Utara Maluku Utara". Jurnal Syntax Admiration 4, n.º 10 (27 de octubre de 2023): 1755–74. http://dx.doi.org/10.46799/jsa.v4i10.735.

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Based on the 2022 Teacher Performance Assessment (PKG) as evidenced by the 2022 Teacher Competency Test, it explains that the results of the competency test for teachers, especially high school teachers in North Maluku Province with an average of 44.79, are considered low. SMA Negeri 6 Halmahera Utara as one of the best high schools in North Maluku Province is of course one of the schools that has low teacher performance. Even the students admit that the teachers of SMA Negeri 6 North Halmahera really teach in accordance with their duties and responsibilities, but there are a number of things that do affect teacher performance which are thought to be caused by a lack of motivation and job satisfaction in completing their assignments. The purpose of this study was to determine the effect of motivation and job satisfaction on teacher performance at SMA Negeri 6 Halmahera Utara, North Maluku. The research method that the author uses is the Quantitative Method by using a questionnaire on 30 teachers at SMA Negeri 6 Halmahera Utara, North Maluku. From the results of the study it was found that there is a positive relationship between motivation and teachser performance, job satisfaction and teacher performance.
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45

Ni, Yongmei. "Teacher Working Conditions, Teacher Commitment, and Charter Schools". Teachers College Record: The Voice of Scholarship in Education 119, n.º 6 (junio de 2017): 1–38. http://dx.doi.org/10.1177/016146811711900606.

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Background The charter school movement relies on teachers as critical components. Teacher commitment is an important aspect of teachers’ lives, because it is an internal force for teachers to grow as professionals. It is also considered one of the crucial factors in influencing various educational outcomes, including teacher effectiveness, teacher retention, and student learning. However, no empirical studies have examined teacher commitment in charter schools. Purpose To address this knowledge gap, this study compares organizational and professional commitment of teachers in charter schools and traditional public schools (TPSs) and explores how these differences are associated with teachers’ characteristics, school contextual factors, and working conditions in the two types of schools. Research Design This study utilizes quantitative analyses of national data from the 2007– 2008 School and Staffing Survey. Hierarchical linear models were developed to examine whether teacher commitment differs between charter schools and TPSs; how teacher characteristics, school contextual factors, and teachers’ perceptions of working conditions contribute to the difference; and finally, whether these variables differentially influence teacher commitment in charter schools and TPSs. Conclusions On average, teachers in charter schools experienced lower levels of organizational commitment than teachers in TPSs, but similar levels of professional commitment. Teacher working conditions explained a large amount of the variance in between-school teacher commitment, suggesting that improving principal leadership, increasing opportunities for professional development, and alleviating teachers’ workload would be effective ways to promote teacher commitment in charter schools.
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46

Kosharna, Natalia. "MODERN EUROPEAN EXPERIENCE OF PRACTICAL TEACHER TRAINING". Educological discourse 32, n.º 1 (2021): 143–55. http://dx.doi.org/10.28925/2312-5829.2021.1.10.

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The article considers the issue of studying modern European experience of practical teacher training. It was found out that efficiency of preparing future teachers to their practical activity directly depends on all the levels – from top to bottom – state educational policies and support, regulations in the field of teacher training, modern initial teacher training programmes, inner motivation to become a teacher. It is pointed out the need to apply an integrated approach in mastering the readiness to follow the profession. As we are talking about the European experience, a special attention is paid to study and analysis of regulatory European framework. It helps to define new strategies of developing practical teacher training system, offers recommendations on efficiency of implementing innovative methods and technologies in teacher training process. According to some reports of European Commission, the effectiveness of teacher training is determined by comprehending the teaching profession and the professional development of teachers as a coherent continuum with several, interconnected perspectives, which include teachers’ learning needs, support structures, job and career structures, competence levels and local school culture. Within practical teacher training there is a special role of partner schools where a special position belongs to a school-based teacher/ educator, who does his/ her duties on the basis of a partner school. That educator teaches pupils at school and has responsibilities to support partnership with a teacher training university or college in providing the practical training of students – future teachers. It means to be a mentor/ facilitator/ cooperating teacher. It is found out that basis of training is the practical formation of qualities which are essential for the future teacher`s practical training. Students are educated to develop such pedagogical characteristics as flexibility, reflexivity, awareness of the internal ambiguity of positions and points of view, ability to take alternative decisions and to form the following basic personality traits as sociability, creativity, mobility, independence, responsibility for the personal choice, decision and the results of the teachers` activities.
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47

McGarr, Oliver y Guillermina Gavaldon. "Recycled teacher memories and upcycled teacher memories: categorising pre-service teachers’ recollections of past teachers". Cambridge Journal of Education 49, n.º 5 (3 de abril de 2019): 623–35. http://dx.doi.org/10.1080/0305764x.2019.1581136.

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48

Haynes-Brown, Tashane. "Becoming An Effective Teacher: A Teaching Reference Book for Teachers, Teacher Educators and Student Teachers". Journal of Learning for Development 10, n.º 2 (18 de julio de 2023): 312–15. http://dx.doi.org/10.56059/jl4d.v10i2.1049.

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This is a review of the book Becoming an Effective Teacher by Kisirkoi and Cude (2021). It is designed as a resource text for pre-service and in-service teachers and teacher educators. The authors use a mix of theoretical and practical discourse that focus specifically on a key ingredient needed for effective teaching and learning in the 21st century, that is enabling teachers and teacher educators to conceptualize their classrooms in more student-centred ways. Through the presentation of 16 chapters grouped under three themes, the authors present a balanced discussion of how each component of teaching is connected to acheive the ultimate goal of becoming more prepared to address the changing needs of the 21st century student.
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49

Cheon, Yeon Ju y Sang Ock Jang. "The Effect of the Early Childhood Teachers’ Educational Beliefs and Teacher Competencies on the Degree of Young Children’s Experience in the 2019 Revised Nuri Curriculum Education Contents". Korean Association For Learner-Centered Curriculum And Instruction 22, n.º 11 (15 de junio de 2022): 95–110. http://dx.doi.org/10.22251/jlcci.2022.22.11.95.

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Objectives The purpose of this study was to examine the effect of early childhood teachers’ educational beliefs and teacher competencies on the degree of young children’s experience in the 2019 Nuri curriculum education contents. Methods For data collection, 302 early childhood teachers in Gyeongnam province were surveyed by questionnaires about teachers’ educational beliefs, teacher competency, and the degree of young children’s experience in the 2019 Nuri curriculum education contents from 2 Feb. 2022 to 26. For data analysis, descriptive statistics, Cronbach’s α, and hierarchical regression analysis were used by SPSS 25.0. Results First, early childhood teachers' educational beliefs were high in maturationism, low in activism, and high in teacher competency, and the degree of young children’s experience in the 2019 revised Nuri curriculum education contents was high. Second, there was a significant positive correlation among the teachers’ educational beliefs, teacher competencies, and the degree of young children’s experience in the 2019 Nuri curriculum education contents. Third, teachers’ educational beliefs and teacher competencies were found to influence on the degree of young children’s experience in the 2019 Nuri curriculum education contents. Conclusions This results suggest that in order to enhance the degree of young children’s experience in the 2019 Nuri curriculum education contents, teache
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Selvina Salsabila, Aris Gumilar y Dayu Retno Puspita. "PERAN GURU DALAM MENINGKATKAN MOTIVASI BELAJAR SISWA KELAS IV". Didaktik : Jurnal Ilmiah PGSD STKIP Subang 9, n.º 04 (30 de septiembre de 2023): 874–85. http://dx.doi.org/10.36989/didaktik.v9i04.1682.

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This study is entitled The Role of Teachers in Improving the Motivation of Grade IV Students at SDN Sudimara 6 Ciledug Tangerang City. The purpose of this study was to determine the Role of Teachers in Improving the Motivation of Grade IV Students at SDN Sudimara 6 Ciledug Tangerang City. This research uses descriptive and qualitative research. The subjects in this study were grade IV homeroom teachers. This research was conducted at SDN Sudimara 6 in 2023. The data collection techniques used in this research are observation, interview, and documentation techniques. Data analysis techniques used in this research are data reduction techniques, data presentation, and conclusion drawing. The results of the research that has been done show that the role of the teacher as a demonstrator is that the homeroom teacher IV teaches the material in accordance with the ATP and syllabus. The role of the teacher as a classroom manager is to ensure that the homeroom teacher IV knows the situation and is able to handle students while in class. The role of the teacher as a mediator or facilitator is that the homeroom teacher IV adjusts the media from the lesson plan. The role of the teacher as evaluator is to ensure that the homeroom teacher has provided authentic assessment and collected data from the results of summative evaluation, formative evaluation, and daily assessment. The role of the teacher as a motivator is that the homeroom teacher IV provides learning encouragement to students by telling inspirational stories.
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