Gotowe bibliografie tematyczne / Teacher attitudes

Gotowa bibliografia na temat „Teacher attitudes”

Autor: Grafiati
Data publikacji: 4 czerwca 2021
Data aktualizacji: 20 lutego 2023

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Artykuły w czasopismach na temat "Teacher attitudes"

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Denny, Stacy. "Looking back while moving Forward: When teacher Attitudes Belie Teacher Motive in Bidialectal Classrooms". International Journal of Learning and Development 2, nr 5 (26.10.2012): 289. http://dx.doi.org/10.5296/ijld.v2i5.2569.

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Abstract: This study compares and contrasts the language attitudes of teachers of African American Vernacular English (AAVE) and West Indian Creole English (CE) speakers over the last fifty years, to determine if there have been any significant changes, to draw out the implications of these findings and offer reasons for the results. Teachers’ attitudes towards these languages were generally negative over the decades, but I noticed that as the number of teachers of colour increased in the USA, there was a slight shift in attitude towards AAVE in a positive direction. I conclude that though language attitudes are very difficult to change, teacher education which specifically targets and challenges teacher language attitudes will be a major step in helping to shift these attitudes further for the benefit of teacher and student. Keywords: Teacher Attitude, AAVE, Creole, Language Discrimination
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Qian, Lina, i Haiquan Huang. "An Empirical Study on the Relationship Between Chinese Teachers’ Attitudes Toward Identity and Teacher Autonomy". Chinese Journal of Applied Linguistics 42, nr 1 (26.03.2019): 60–78. http://dx.doi.org/10.1515/cjal-2019-0004.

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Abstract Teacher identity formation provides a direction for the development of autonomy (Huang & Benson, 2013). However, the process of identity formation is complex and how this process influences teacher autonomy has not been sufficiently studied. To contribute to knowledge in this field, the present study investigated the relationship between teachers’ attitudes toward teacher identity and teacher autonomy. We first observed 14 Chinese College English teachers’ classroom teaching. Following that, we conducted stimulated recall interviews with all the teachers to pinpoint their autonomous practices. Finally, we conducted semi-structured interviews to investigate these teachers’ attitudes toward their identities. One of the main findings was that the teachers who held a positive attitude toward their professional identity were more autonomous in their teaching practices than those with a negative attitude. The findings invite us to conclude that teachers’ attitudes toward their professional identity are positively associated with teacher autonomy.
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Alfianah, Ari, Widi Dewi Ruspitasari i Mohammad Bukhori. "PENGARUH SIKAP INOVATIF DAN KEDISIPLINAN TERHADAP KOMPETENSI GURU SD NEGERI GUGUS SEKOLAH 1, KECAMATAN KARANGPLOSO, KABUPATEN MALANG". Jurnal Ekonomi Manajemen dan Bisnis 2, nr 2 (3.01.2022): 35–37. http://dx.doi.org/10.32815/jubis.v2i2.908.

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This study aims to determine the effect of: 1) Innovative attitude towards teacher competence; 2) Discipline towards teacher competence; 3) Innovative attitude and discipline towards teacher competence of SD Negeri 1 Cluster School, Karangploso District, Malang Regency. A total of 77 elementary school teachers in School Cluster 1, Karangploso District, Malang Regency. The results of this study indicate, among others: 1) Innovative Attitudes have a significant effect on Teacher Competence; 2) Discipline has a significant effect on Teacher Competence; 3) Innovative and Disciplined Attitudes have a significant effect on the Competence of Elementary School Teachers in Cluster 1, Karangploso District, Malang Regency.
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Arsal, Zeki. "Critical multicultural education and preservice teachers’ multicultural attitudes". Journal for Multicultural Education 13, nr 1 (8.04.2019): 106–18. http://dx.doi.org/10.1108/jme-10-2017-0059.

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Purpose This study aims to examine the effect of critical multicultural education on the multicultural attitudes of preservice teachers in a teacher education program. Design/methodology/approach The study sample consisted of 76 preservice teachers enrolled in a teacher preparation program. This study used a pretest–posttest quasi-experimental research design with pretest-posttest. The multicultural content integration was implemented in an experimental group for one semester, and data were collected using the teacher multicultural attitude survey. Findings Analyses indicated that preservice teachers who were exposed to the critical multicultural education program showed significantly greater progress in their multicultural attitudes compared with teachers in the control group. The results of this study indicate that the integrating critical multicultural education content into teacher education program has a positive effect on fostering preservice teachers’ multicultural attitudes. Practical implications Teacher education program planners should integrate multicultural content, materials and activities into teaching methods courses to promote change in preservice teachers’ multicultural attitudes. Originality/value This study contributes to the multicultural studies on teacher education.
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Nurfaidah, Sitti. "Three Attitudes of a Reflective Teacher". Research and Innovation in Language Learning 1, nr 1 (18.04.2018): 39. http://dx.doi.org/10.33603/rill.v1i1.1084.

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Reflective teaching practice in second/foreign language teaching education has been the focus of empirical studies attention since early 1990s. Despite the importance of the implementation of reflective teaching practice in the classrooms, there is still limited research on English language teaching in Indonesian context relative to the attitude of reflective teachers as revealed in their reflection. This study examined three attitudes of reflective teachers as proposed by Dewey, i.e. open-mindedness, wholeheartedness, and responsibility. They are considered as part of the keys in identifying the reflectivity state of the teacher. Data from two EFL preservice teachers’ reflection through reflective teaching journals and interview were analyzed using thematic analysis technique to identify emerging themes and to extract narratives of experience. The findings reveal that both of the preservice teachers reflected the three attitudes in their reflection indicating their development in preparing themselves into more professional teacher. This study’s implication on language teacher education program is also discussed. Keywords: reflection, reflective teacher, open-mindedness, wholeheartedness, responsibility
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Mendenhall, Melissa P., Colby Tofel-Grehl i David Feldon. "Rural teacher attitudes and engagement with computing and technology". Theory & Practice in Rural Education 12, nr 2 (4.11.2022): 179–96. http://dx.doi.org/10.3776/tpre.2022.v12n2p179-196.

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The purpose of this sequential Case Study-Mixed Methods research is to explore rural teacher attitudes toward, approaches to, and engagement with making and computational thinking during STEM professional development and co-teaching learning experiences. Specifically, we examine the professional learning needs of two rural, middle school teachers as they engage technology. Using the lens of cultural historical activity theory, this paper examines the ways in which teacher attitude about computing shifted throughout professional learning and instructional practice. Findings show three broad themes that emerge surrounding teacher attitudes, approaches, and engagement with technology: Anxiety, Independent Learner, and Integration. Additionally, findings suggest that teacher attitude toward technology can be moderated through the means of a more knowledgeable other who scaffolds teacher learning and integration of technology.
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Ruwaida, Ruwaida, i Zainuddin Iba. "EFEK PEMBERIAN DIKLAT DAN PENGUATAN KOMPETENSI TERHADAP SIKAP PROFESIONALISME GURU DAN DAMPAKNYA PADA PRESTASI BELAJAR SISWA SD DI LINGKUNGAN UPTD PEUSANGAN KABUPATEN BIREUEN". IndOmera 3, nr 5 (22.03.2022): 21–30. http://dx.doi.org/10.55178/idm.v3i5.229.

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The purpose of this study was to determine the effect of Training and Teacher Competence on Learning Achievement of Elementary School Students at UPTD Peusangan, Bireuen Regency. The research was conducted on 180 elementary school teachers in the UPTD Peusangan, Bireuen Regency as respondents, the results obtained were: The results of the hypothesis test indicate that there is a positive effect of providing education and training to teachers on the professional attitude of classroom teachers, which is 23.42%. It is proven that the significant influence of the class teacher competence factor on the professional attitude of the teacher is 10.25%. The results of the path analysis between teacher training and student achievement have a significant effect, namely 19.65%. There is a positive influence of teacher competence on student achievement of 24.74%. Simultaneous test results, there is a significant effect of teacher training and teacher competence variables on teacher professional attitudes, which is 33.7%. The results of the regression analysis between the professional attitude of teachers to student achievement, proved significant. Where is 34.20% the influence of teacher's professional attitude in supporting student learning achievement. And the contribution of teacher training and teacher competence factors contributed to increasing student learning achievement reaching 44.3%
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Ediyanto, Ediyanto, Norimune Kawai, Masashi Hayashida, Nagako Matsumiya, Md Abu Bakor Siddik i Areej Talea Almutairi. "Indonesian Teachers’ Attitudes Toward Inclusive Education". Discourse and Communication for Sustainable Education 12, nr 2 (1.12.2021): 31–44. http://dx.doi.org/10.2478/dcse-2021-0014.

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Abstract Since the Bandung Declaration of 2004, Indonesia has become concerned with the development of inclusive education. Even though teachers’ attitudes toward inclusive education are important for successful implementation, there have been few research studies on them in Indonesia. The purpose of this study is to understand Indonesian teachers’ attitudes toward inclusive education. This study surveyed 243 Indonesian teachers using the Teacher Attitudes toward Inclusion Scale (TATIS) instrument. The findings showed that 79.4 % of Indonesian teachers held a moderate attitude toward inclusive education. In addition, the number of teachers who had a high (8.6 %) attitude toward inclusive education was less than those who held a low one (11.9 %). Moreover, there were no significant differences based on demographic data such as gender, age, province, school type, highest education, teaching experience in general education, and teaching experience in inclusive education. A significant difference was found only when the level of schools grouped the teachers: teachers who teach in secondary schools had more positive attitudes toward inclusive education than teachers who teach in primary schools. The positive attitude of teachers towards inclusive education can make them more capable of controlled learning environments. Meanwhile, to improve their attitude, a sustainable training program can be carried out. Sustainable training organized by the Ministry of Education to improve teacher pedagogical and professional competence must be in line with Education for Sustainable Development (EDS).
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Samsumantri. "Pengaruh Kepemimpinan Kepala Sekolah, Sikap Guru, Kompetensi Guru Terhadap Kinerja Guru di SMK Negeri 3 Pematangsiantar". ARBITRASE: Journal of Economics and Accounting 2, nr 2 (30.11.2021): 60–69. http://dx.doi.org/10.47065/arbitrase.v2i2.279.

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This study aims to examine the effect of principal leadership, teacher attitude, teacher competence on teacher performance at SMK Negeri 3 Pematangsiantar, either partially or simultaneously. The sample in this study were teachers of SMK Negeri 3 Pematangsiantar totaling 98 people. The data in this study are primary data. The data were collected using a questionnaire. The analytical method used is the Multiple Linear Regression model. To test the hypothesis simultaneously the F test is used and partially the t test is used. The results of the tests carried out with SPSS obtained multiple regression equations: Y = 10.857 + 1.084 X1 + 0.144 X2 + 0.232 X3, which means a constant value of 10.857 which indicates that if the principal's leadership, teacher attitudes and teacher competencies are assumed to be zero, then the value is zero. of the teacher's performance is equal to 10,857. If the independent variable increases by 1%, the teacher's performance will increase. The results of the t-test hypothesis of the research variable are the principal's leadership variable obtained tcount8,691 with a significant probability of 0.000 less than the level of confidence (level of significant) = 0.05, the teacher's attitude variable is obtained tcount2.753 with a significant probability of 0.007 smaller than the level of confidence (level of significant) = 0.05. The teacher competency variable was obtained tcount 3.807 with a significant probability of 0.000 less than the level of confidence (level of significant) = 0.05. So the decision taken is to reject H0 and accept Ha, meaning that the principal's leadership, teacher attitudes, teacher competence have a positive and significant effect on the performance of teachers at SMK Negeri 3 Pematangsiantar
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Suhaili, Hidayati, i Syafwan Syafwan. "Upaya Guru PPKN dalam Meningkatkan Sikap Jujur Siswa". IJOCE: Indonesia Journal of Civic Education 1, nr 2 (30.06.2021): 39–47. http://dx.doi.org/10.31539/ijoce.v1i2.2386.

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ABSTRACT The purpose of this study was to determine the efforts of PPKn teachers in improving students' honest attitudes and what obstacles were encountered by teachers in improving students' honest attitudes at SMPN 3 Payakumbuh District. The type of research used is qualitative with descriptive method. The results of this study are: 1) PPKn teachers' efforts in improving students' honest attitudes are: (a) Providing learning motivation for students; (b) Provide various learning models; (c) Reduction of value when caught cheating on the results of a friend's test; (d) Assign error points weights; (e) The imposition of punitive sanctions. 2) The teacher's obstacle factors in improving students' honest attitudes are: (a) Factors from within the students; (b) The interest of students in learning is low; (b) Lack of understanding of students in applying an honest attitude; (c) Factors from outside the students, such as the teacher's busyness and environmental factors. The conclusion that the PPKn teacher's efforts in increasing honesty in students is to always instill and increase honesty in themselves. Keywords: Honest Attitude, PPKN Teacher.
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Rozprawy doktorskie na temat "Teacher attitudes"

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Irwin, Bartholomew. "Teacher Attitudes Toward Teacher Evaluation". Diss., Virginia Tech, 2017. http://hdl.handle.net/10919/85527.

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Teacher evaluations have always been a part of school leaders' jobs (Horng, Klasik, and Loeb, 2010). Teacher evaluation is used as a factor in determining whether or not a teacher receives a continuing contract in Virginia, and it has also been a part of the process in determining if a teacher is labeled as highly effective. In some school divisions, the rating a teacher receives may be tied to their merit-based compensation. In 2012, the Virginia Department of Education released the Guidelines for Uniform Performance Standards and Evaluation Criteria for Principals, which provides school divisions a structure for their teacher evaluation instrument (Virginia Department of Education [VDOE], 2012). This document requires that Virginia school divisions include a quantifiable measure of student performance as a component of their teacher evaluation instrument. When teachers transfer from one school to another within the same school division many aspects of their job change. For example, the school leader who performs the teacher's evaluation changes and the student population changes as well. The presence of these variables may have an effect on a teacher's evaluation, but they are not controlled by the teacher being evaluated. The purpose of this basic qualitative study is to determine teachers' attitudes toward teacher evaluation when the teacher has transferred schools within the same school division. Eight teachers were interviewed regarding their attitude toward teacher evaluation. The data indicate that the change in evaluator when a teacher transfers work sites has a stronger impact than any other variable in the transfer process. The data also indicate that a change in the context for the teacher being evaluated does not affect their attitude towards evaluation.
Ed. D.
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Rodriguez, Caroline M. "Attitudes of teachers and teacher trainees towards faculty unionization /". View online, 1988. http://repository.eiu.edu/theses/docs/32211998881742.pdf.

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Lam, Wing-po, i 林永波. "Attitudes of teachers & teacher trainees towards environmental education". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1995. http://hub.hku.hk/bib/B31957961.

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Lam, Wing-po. "Attitudes of teachers & teacher trainees towards environmental education". Hong Kong : University of Hong Kong, 1995. http://sunzi.lib.hku.hk/hkuto/record.jsp?B14709478.

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Mercieca, Paul. "Teacher attitudes to approaches to teacher education in adult TESOL". Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1997. https://ro.ecu.edu.au/theses/1732.

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This study looked closely at the attitudes of TESOL teachers to a range of approaches to teacher education, with particular emphasis on the role of classroom observation. The influence of pre- and in-service training and the school environment was probed through semi-structured interviews and confirmatory discussions. Participants for this qualitative study were practising TESOL teachers at the Centre for International English, Curtin University, Western Australia. The approach taken was to allow them, as far as possible, to identify issues in teacher education for themselves. At the same time, their words were used, where possible, to describe attitudes to these issues. Any categories which emerged during analysis were regarded as flexible and dynamic. The research shed useful light on the attitudes of teachers with implications for teacher educators in TESOL. It found that informants introspecting on teacher education were mainly concerned with classroom events, but also believed factors outside the classroom and teaching itself, such as personal experience, to be worthy of consideration. The range of contexts in which teacher development takes place is represented in this study as the 'Action- Reflection continuum', which covers six linked aspects. Teaching, the first aspect, is at the 'action' end of the continuum, which then moves through Observing, Being observed, Hearing and Talking about Teaching, Reading and Writing about Teaching, and finally to Personal Development, at the 'reflection' end. Within the individual aspects of teacher development a range of main factors were found to be influential. These were the degrees of experience, comfort, formality, reality, contact with others, and the appropriate balance between theory and practice. A number of clear and consistent views emerged. Teaching itself was clearly a major context for development and unobserved teaching was felt to be extremely valuable at both pre- and in-service. At the same time feedback was considered to be so crucial that some form of observation was essential and unavoidable. When teachers themselves are observed by senior staff, a range of situational factors influence the level of comfort experienced and development taking place. Clearly peer observations were felt to be valuable and less threatening in general. They were felt to be most useful at in-service level, but generally conducive to teacher development. Informants also felt that there were developmental opportunities outside the classroom, particularly of an informal nature, via workshops and other staff interactions, and via personal reflection. The findings of the study support the now strong conviction amongst many of those writing about teacher education that experiential and reflective approaches are preferable to purely behavioural. Previous findings that teachers wish to be actively involved in their own development, participating and interacting with colleagues within a framework of strong institutional support, are also vindicated. At the same time it is clear that more traditional supervisory and evaluative approaches to such matters as classroom observation are still felt to be essential.
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LeMay, Heather N. "Administrator and Teacher Attitudes Toward Inclusion". Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etd/3278.

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This study was designed to examine the attitudes of teachers and administrators toward inclusion in the classroom. Specifically this study analyzed grade level, years of teaching experience, and levels of education to examine the manner in which these factors relate to attitudes of teachers and administrators toward inclusion. Participants in this study were located in 3 school districts in East Tennessee. All data were collected through an online survey distributed to prek-12 teachers by way of email from school principals. The analysis of data was based on the responses of 183 teachers and administrators from these 3 school districts. Findings indicated that education level did not play a significant role in the attitudes, training, or resources dimensions of the study. However, participant role and years of experience did play a significant role in the participants’ attitudes toward inclusion. Administrators held more positive attitudes toward inclusion than teachers and reported having more resources on inclusion than teachers. Those participants with 0-15 years of experience held more positive attitudes on inclusion than those with 16-30 plus years of experience.
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Dwyer, Edward J. "How Teacher Attitudes Effect Reading Achievement". Digital Commons @ East Tennessee State University, 1994. https://dc.etsu.edu/etsu-works/3392.

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Dwyer, Edward J. "How Teacher Attitudes Effect Reading Achievement". Digital Commons @ East Tennessee State University, 1995. https://dc.etsu.edu/etsu-works/3405.

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Raulston, Catherine Gurley. "Analyses of teachers' perceptions and attitudes of a teacher laptop initiative". Thesis, [Tuscaloosa, Ala. : University of Alabama Libraries], 2009. http://purl.lib.ua.edu/72.

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Sweeting, Kylie. "Early years teachers’ attitudes towards mathematics". Thesis, Queensland University of Technology, 2011. https://eprints.qut.edu.au/46123/1/Kylie_Sweeting_Thesis.pdf.

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Worldwide, there is considerable attention to providing a supportive mathematics learning environment for young children because attitude formation and achievement in these early years of schooling have a lifelong impact. Key influences on young children during these early years are their teachers. Practising early years teachers‟ attitudes towards mathematics influence the teaching methods they employ, which in turn, affects young students‟ attitudes towards mathematics, and ultimately, their achievement. However, little is known about practising early years teachers‟ attitudes to mathematics or how these attitudes form, which is the focus of this study. The research questions were: 1. What attitudes do practising early years teachers hold towards mathematics? 2. How did the teachers‟ mathematics attitudes form? This study adopted an explanatory case study design (Yin, 2003) to investigate practising early years teachers‟ attitudes towards mathematics and the formation of these attitudes. The research took place in a Brisbane southside school situated in a middle socio-economic area. The site was chosen due to its accessibility to the researcher. The participant group consisted of 20 early years teachers. They each completed the Attitude Towards Mathematics Inventory (ATMI) (Schackow, 2005), which is a 40 item instrument that measures attitudes across the four dimensions of attitude, namely value, enjoyment, self-confidence and motivation. The teachers‟ total ATMI scores were classified according to five quintiles: strongly negative, negative, neutral, positive and strongly positive. The results of the survey revealed that these teachers‟ attitudes ranged across only three categories with one teacher classified as strongly positive, twelve teachers classified as positive and seven teachers classified as neutral. No teachers were identified as having negative or strongly negative attitudes. Subsequent to the surveys, six teachers with a breadth of attitudes were selected from the original cohort to participate in open-ended interviews to investigate the formation of their attitudes. The interview data were analysed according to the four dimensions of attitudes (value, enjoyment, self-confidence, motivation) and three stages of education (primary, secondary, tertiary). Highlighted in the findings is the critical impact of schooling experiences on the formation of student attitudes towards mathematics. Findings suggest that primary school experiences are a critical influence on the attitudes of adults who become early years teachers. These findings also indicate the vital role tertiary institutions play in altering the attitudes of preservice teachers who have had negative schooling experiences. Experiences that teachers indicated contributed to the formation of positive attitudes in their own education were games, group work, hands-on activities, positive feedback and perceived relevance. In contrast, negative experiences that teachers stated influenced their attitudes were insufficient help, rushed teaching, negative feedback and a lack of relevance of the content. These findings together with the literature on teachers‟ attitudes and mathematics education were synthesized in a model titled a Cycle of Early Years Teachers’ Attitudes Towards Mathematics. This model explains positive and negative influences on attitudes towards mathematics and how the attitudes of adults are passed on to children, who then as adults themselves, repeat the cycle by passing on attitudes to a new generation. The model can provide guidance for practising teachers and for preservice and inservice education about ways to foster positive influences to attitude formation in mathematics and inhibit negative influences. Two avenues for future research arise from the findings of this study both relating to attitudes and secondary school experiences. The first question relates to the resilience of attitudes, in particular, how an individual can maintain positive attitudes towards mathematics developed in primary school, despite secondary school experiences that typically have a negative influence on attitude. The second question relates to the relationship between attitudes and achievement, specifically, why secondary students achieve good grades in mathematics despite a lack of enjoyment, which is one of the dimensions of attitude.
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Książki na temat "Teacher attitudes"

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Stephens, Terence. Teacher attitudes towards appraisal. Birmingham: University of Birmingham, 1987.

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Grant, Carl A. Who determines teacher work: The teacher, the organization, or both? [Wisconsin?: s.n., 1985.

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McGuey, Gary. The inspirational teacher. Larchmont, NY: Eye On Education, 2007.

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Anderson, Linda M. Prospective teachers' beliefs and teacher education pedagogy: Research based on a teacher educator's practical theory. East Lansing, Mich: National Center for Research on Teacher Learning, Michigan State University, 1995.

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Language attitudes: Perspectives for the language teacher. Singapore: SEAMEO Regional Language Centre, 1985.

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Dinham, Steve. Teacher 2000 project: A study of teacher satisfaction, motivation and health. Kingswood, N.S.W: University of Western Sydney, 1996.

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The lives of teacher educators. New York: Teachers College Press, 1993.

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Cieślik, Jan. Próba tworzenia systemu wychowania interpersonalnego szkoły średniej i uzyskane effekty. Opole: Instytut Śląski, 1985.

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School codes and teachers' work: Three studies on teacher work contexts. Lund: CWK Gleerup, 1985.

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Liboiron, Linda J. Elementary school teacher attitudes toward teaching sex education. Sudbury, Ont: Laurentian University, Department of Sociology and Anthropology, 1994.

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Części książek na temat "Teacher attitudes"

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Jones, M. Gail, i Soonhye Park. "Science Teacher Attitudes and Beliefs". W Handbook of Research on Science Education, 1101–22. New York: Routledge, 2023. http://dx.doi.org/10.4324/9780367855758-40.

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Farrell, Angela. "Findings and analysis Teacher language attitudes". W Corpus Perspectives on the Spoken Models used by EFL Teachers, 98–123. 1. | New York : Taylor and Francis, 2020. | Series: Routledge applied corpus linguistics: Routledge, 2019. http://dx.doi.org/10.4324/9780429425530-6.

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Estrada, Assumpta, Carmen Batanero i Stephen Lancaster. "Teachers’ Attitudes Towards Statistics". W Teaching Statistics in School Mathematics-Challenges for Teaching and Teacher Education, 163–74. Dordrecht: Springer Netherlands, 2011. http://dx.doi.org/10.1007/978-94-007-1131-0_18.

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Dewaele, Jean-Marc, i Sarah Mercer. "11. Variation in ESL/EFL Teachers’ Attitudes towards their Students". W Language Teacher Psychology, redaktorzy Sarah Mercer i Achilleas Kostoulas, 178–95. Bristol, Blue Ridge Summit: Multilingual Matters, 2018. http://dx.doi.org/10.21832/9781783099467-015.

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Barton, Len. "Attitudes and expectations of pupils". W Routledge Library Editions: Education Mini-Set N Teachers & Teacher Education Research 13 vols, Vol229:63—Vol229:73. London: Routledge, 2021. http://dx.doi.org/10.4324/9780203125526-167.

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Tsamir, Pessia, Dina Tirosh, Esther Levenson i Ruthi Barkai. "Using Cases and Events in Teacher Education: Prospective Teachers’ Preferences". W Students' and Teachers' Values, Attitudes, Feelings and Beliefs in Mathematics Classrooms, 65–75. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-70244-5_7.

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Liljedahl, Peter, i Susan Oesterle. "Teacher Beliefs, Attitudes, and Self-Efficacy in Mathematics Education". W Encyclopedia of Mathematics Education, 583–86. Dordrecht: Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-007-4978-8_149.

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Abas, Zoraini Wati. "Attitudes towards using computers among Malaysian teacher education students". W World Conference on Computers in Education VI, 153–62. Boston, MA: Springer US, 1995. http://dx.doi.org/10.1007/978-0-387-34844-5_16.

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Heggart, Keith. "Student and Teacher Attitudes to Civics and Citizenship Education". W Activist Citizenship Education, 169–86. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-33-4694-9_10.

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Liljedahl, Peter, i Susan Oesterle. "Teacher Beliefs, Attitudes, and Self-Efficacy in Mathematics Education". W Encyclopedia of Mathematics Education, 825–28. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-15789-0_149.

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Streszczenia konferencji na temat "Teacher attitudes"

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Mâță, Liliana, i Ionuț Stoica. "MEASURING ATTITUDES OF BIOLOGY TEACHERS TOWARDS INTERNET". W 3rd International Baltic Symposium on Science and Technology Education (BalticSTE2019). Scientia Socialis Ltd., 2019. http://dx.doi.org/10.33225/balticste/2019.130.

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The main aim of the research was to identify the attitude of pre-service and in-service Biology teachers towards the use of the Internet. In this research, the Internet Attitude Scale has been applied, a validated and standardized instrument. The scale was applied to 210 Biology teachers, of whom 155 are pre-service teachers and 55 are in-service teachers in secondary and high schools from Romanian education. The research results indicated the existence of positive attitudes of pre-service and in-service Biology teachers to the educational use of the Internet. Keywords: biology teachers, internet attitude scale, teacher education.
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Jegede, Philip. "Age and ICT-Related Behaviours of Higher Education Teachers in Nigeria". W InSITE 2009: Informing Science + IT Education Conference. Informing Science Institute, 2009. http://dx.doi.org/10.28945/3384.

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The study examined ICT attitude, competence, and use pattern of teacher educators. It also examined the effect of age of educators on time used in interacting with ICT. Four hundred and sixty seven teacher educators from 10 teacher education institutions (5 colleges of education and 5 universities) participated in the study. Data were collected with the aid of four research instruments. Resulting data were analyzed using One-way ANOVA and Chi-square statistics. Findings revealed that age is not a factor when considering the attitudes, competence and use pattern of teacher educators. In addition, age was not found to affect the time used on ICT by higher education teachers in Nigeria.
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Mâță, Liliana, i Roxana Maria Ghiațău. "TEACHERS’ ATTITUDES TOWARDS UNETHICAL USE OF MOBILE TECHNOLOGIES IN HIGHER EDUCATION". W 3rd International Baltic Symposium on Science and Technology Education (BalticSTE2019). Scientia Socialis Ltd., 2019. http://dx.doi.org/10.33225/balticste/2019.126.

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The purpose of research is to explore the attitudes of university teachers towards the use of mobile technologies and to explore their perception of the ethical aspects related to the integration of new technologies. There was applied a questionnaire with closed-ended and open-ended questions. The results of this research highlight university teachers' positive attitudes towards the use of mobile technologies in higher education. These technologies become pedagogical tools in higher education with multiple valences on teacher professional learning. Keywords: ethical aspects, mobile learning, university teachers.
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Morozikova, Irina, i Elena Filippova. "Attitudes of Pedagogical Departments’ Students towards Teaching Profession". W IFTE 2019 - V International Forum on Teacher Education. Pensoft Publishers, 2019. http://dx.doi.org/10.3897/ap.1.e0415.

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Khairutdinova, Rezeda. "Ethno-Confessional Attitudes Of Russian Teachers: Results Of The Experimental Research". W 3rd International Forum on Teacher Education. Cognitive-crcs, 2017. http://dx.doi.org/10.15405/epsbs.2017.08.02.44.

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Mavuru, Lydia, i Oniccah Koketso Pila. "PRE-SERVICE TEACHERS’ PREPAREDNESS AND CONFIDENCE IN TEACHING LIFE SCIENCES TOPICS: WHAT DO THEY LACK?" W International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end023.

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Pre-service teachers’ preparedness and confidence levels to teach is a topical subject in higher education. Previous studies have commented on the role of teacher in-service training in preparing teachers for provision of meaningful classroom experiences to their learners, but many researchers regard pre-service teacher development as the cornerstone. Whilst teacher competence can be measured in terms of different variables e.g. pedagogy, knowledge of the curriculum, technological knowledge etc., the present study focused on teacher competency in terms of Life Sciences subject matter knowledge (SMK). The study was framed by pedagogical content knowledge (PCK). The study sought to answer the research question: How do preservice teachers perceive their levels of preparedness and confidence in teaching high school Life Sciences topics at the end of their four years of professional development? In a qualitative study, a total of 77 pre-service teachers enrolled for the Methodology and Practicum Life Sciences course at a university in South Africa participated in the study. Each participant was tasked to identify topic(s)/concept(s) in Life Sciences they felt challenged to teach, provide a critical analysis of the reasons for that and map the way forward to overcome the challenges. This task was meant to provide the pre-service teachers with an opportunity to reflect and at the same time evaluate the goals of the learning programme they had gone through. Pre-service teachers’ perspectives show their attitudes, values and beliefs based on their personal experiences which therefore help them to interpret their teaching practices. The qualitative data was analysed using content analysis. The findings showed that whilst pre-service teachers were competent to teach other topics, the majority felt that they were not fully prepared and hence lacked confidence to teach the history of life on earth and plant and animal tissues in grade 10; excretion in animals particularly the functions of the nephron in grade 11; and evolution and genetics in grade 12. Different reasons were proffered for the lack of preparedness to teach these topics. The participants regarded some of these topics as difficult and complex e.g. genetics. Evolution was considered to be antagonistic to the participants’ and learners’ cultural and religious belief systems. Hence the participants had negative attitudes towards them. Some of the pre-service teachers indicated that they lacked interest in some of the topics particularly the history of life on earth which they considered to be more aligned to Geography, a subject they did not like. As remedies for their shortcomings in the content, the pre-service teachers planned to co-teach these topics with colleagues, and others planned to enrol for content enrichment programmes. These findings have implications for teacher professional development programmes.
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Freeman, Emily. "Feminist Schoolwork: Attitudes Toward a Feminist Teacher Education". W 2022 AERA Annual Meeting. Washington DC: AERA, 2022. http://dx.doi.org/10.3102/1885642.

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Lancaster, Stephen. "A study of preservice teachers’ attitudes toward their role as students of statistics and implications for future professional development in statistics". W Joint ICMI/IASE Study: Teaching Statistics in School Mathematics. International Association for Statistical Education, 2008. http://dx.doi.org/10.52041/srap.08302.

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I analyze data from the attitudes of 56 preservice primary teachers related to their role as continuing students of statistics. The variables investigated include preservice primary teachers’ (1) attitudes toward future professional development in statistics, (2) current knowledge of statistics, (3) current statistical self-efficacy, and (4) current self-efficacy to learn statistics in the future. My results suggest that (1) current self-efficacy to learn statistics in the future is a moderate predictor of preservice primary teacher beliefs that future professional development in statistics will help their classroom teaching, and (2) current self-efficacy to learn statistics in the future can vary for preservice primary teachers throughout their preparation program.
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Volosnikova, Liudmila M., i Galina Z. Efimova. "Faculty Attitudes Towards Students with Disabilities in Russian Universities: A Glance at Western Siberia". W 2nd International Forum on Teacher Education. Cognitive-crcs, 2016. http://dx.doi.org/10.15405/epsbs.2016.07.68.

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Drelick, Alicia. "Fostering Inclusive Attitudes: The Impact of Coursework on Teacher Candidates' Attitudes Toward Inclusive Practices". W 2022 AERA Annual Meeting. Washington DC: AERA, 2022. http://dx.doi.org/10.3102/1889675.

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Raporty organizacyjne na temat "Teacher attitudes"

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Thomson, Sue, Nicole Wernert, Sarah Buckley, Sima Rodrigues, Elizabeth O’Grady i Marina Schmid. TIMSS 2019 Australia. Volume II: School and classroom contexts for learning. Australian Council for Educational Research, kwiecień 2021. http://dx.doi.org/10.37517/978-1-74286-615-4.

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This is the second of two reports that look at the results of TIMSS 2019 and Australia’s performance. Volume I focuses specifically on the achievement results, detailing Australia’s results within the international context, and presents results for the Australian jurisdictions, and for the different demographic groups within Australia, including male and female students. This report, Volume II, presents the results from the contextual questionnaires, and examines the contexts in which learning and achievement occur, including home, school, and classroom contexts, as well as student attitudes. Each chapter focuses on different indicators that cover the school community, the school learning environment, mathematics and science teacher characteristics, mathematics and science classroom learning environments, and students’ attitudes and beliefs. Together, the different indicators of student and school life illustrate some of the many key aspects that make up the school experience.
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Rashevska, Natalya V., Serhiy O. Semerikov, Natalya O. Zinonos, Viktoriia V. Tkachuk i Mariya P. Shyshkina. Using augmented reality tools in the teaching of two-dimensional plane geometry. [б. в.], listopad 2020. http://dx.doi.org/10.31812/123456789/4116.

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One of the successful components of quality assimilation of educational material and its further use in the learning process is visualization of material in secondary education institutions. Visualizations need the subjects of the school course, which are the most difficult to understand and essentially do not have at the beginning of the study of widespread practical application, mostly mathematical objects. That is why this study aimed to analyze mobile tools that can be used to visualize teaching geometry. The object of the study is the process of teaching geometry in the middle classes of secondary schools. The subject of the study is the use of augmented reality tools in teaching geometry to students in grades 7-9. The study used such research methods as the analysis and justification of the choice of mobile augmented reality for the study of mathematics. Analyses displayed two augmented reality tools: ArloonGeometry and Geometry AR. In order to gain geometry instruction’s academic success for the students, these tools can be used by teachers to visualize training material and create a problematic situation. The use of augmented reality means in the geometry lessons creates precisely such conditions for positive emotional interaction between the student and the teacher. It also provided support to reduce fear and anxiety attitudes towards geometry classes. The emotional component of learning creates the conditions for better memorization of the educational material, promotes their mathematical interest, realizes their creative potential, creates the conditions for finding different ways of solving geometric problems.
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Braunger, Jane. Teacher attitude toward composition instruction at the postsecondary level: identification and formation. Portland State University Library, styczeń 2000. http://dx.doi.org/10.15760/etd.828.

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Duong, Bich-Hang, Vu Dao i Joan DeJaeghere. Complexities in Teaching Competencies: A Longitudinal Analysis of Vietnamese Teachers’ Sensemaking and Practices. Research on Improving Systems of Education (RISE), grudzień 2022. http://dx.doi.org/10.35489/bsg-risewp_2022/119.

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Education systems globally are implementing competency-based education (CBE) reforms. Vietnam's leaders have also adopted CBE in a comprehensive reform of its education since the early 2010s. Although the global idea of CBE has been widely adopted and recontextualized in various educational contexts, implementing the reform at the local level (e.g., teachers in schools) is never a linear and simple process. Given the complicated sensemaking process of competency and competency teaching, this study explores how Vietnamese teachers made sense of key competencies and adapted their teaching to competency development. Informed by a sociocultural approach and the sensemaking perspective, this study draws from a dataset of 91 secondary teachers collected over three years (2017-2019), with a particular focus on longitudinal analysis of eight teachers. The findings shed light on teachers’ ambivalence as they made sense of the target competencies and aligned their practices with the new CBE reform. Based on their prior experiences and worldviews, teachers made sense of competencies as learning foundational knowledge and skills, in addition to developing good attitude, character, and morality. Over the years, they placed a stronger emphasis on the competencies’ process-orientation, integration, and real-life application toward whole-child development. Despite teacher sensemaking and changing practices, the performativity culture for high learning outcomes still prevailed, making teaching competencies for life a challenging task. Contributing to the CBE literature and practice, this study illustrates the long and complicated process through which teachers recontextualize the CBE pedagogy. It also suggests how teacher practices can be better supported to transition to the new CBE curriculum.
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Klochko, Oksana V., Vasyl M. Fedorets, Aleksandr D. Uchitel i Vitaliy V. Hnatyuk. Methodological aspects of using augmented reality for improvement of the health preserving competence of a Physical Education teacher. [б. в.], listopad 2020. http://dx.doi.org/10.31812/123456789/4405.

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The article deals with the results of the research aimed at the improvement of methodology of use of augmented reality for the development of health preserving competence of a Physical Education teacher under conditions of post-graduate education. From the point of Umwelt phenomenology, augmented reality is characterized by correspondence to nature, its cognitive, metaphoric, diverse, interactive, anthropomorphic nature. The article analyzes the vectors of using augmented reality in the professional activity of a Physical Education teacher, particularly the one that is aimed at health preservation. The software that may be used with this purpose has been described. The attitude of Physical Education teachers to the use of the augmented reality for preserving their students’ health and development of their motion skills, intellect and creativity was determined in the research. The results of the survey show that the majority of teachers positively react to the idea of using augmented reality in their professional activity. However, in some cases, not a fully formed understanding of this issue was observed. The ways of solving the stated problem could be the inclusion of augmented technologies’ techniques into the process of post-graduate education, taking into consideration the anthropological, ethical, cultural contexts as well as teacher involvement in the stated process.
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Dodici, Adria. The Relationship Between Teachers' Multicultural Attitudes and Their Instructional Practice with English Language Learners: A Mixed Method Study. Portland State University Library, styczeń 2000. http://dx.doi.org/10.15760/etd.141.

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McClain, Anita. A study of the modification of teachers' attitudes toward the hearing-impaired using two different types of treatment workshops. Portland State University Library, styczeń 2000. http://dx.doi.org/10.15760/etd.321.

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TETINA, S. V., Yu V. GUTROVA, I. E. ZHIDKOVA, Yu G. MAKOVETSKAYA, E. S. KRASNITSKAYA, E. G. KOLIKOVA i N. O. NIKOLOV. BUSINESS DIDACTIC GAME "INDIVIDUAL METHODOLOGICAL STYLE OF TEACHER'S ACTIVITY". SIB-Expertise, marzec 2022. http://dx.doi.org/10.12731/er0543.17032022.

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Abstract: the proposed business didactic game is aimed at developing the creative attitude of the teacher to his own professional activity. The motivational material of a business didactic game allows the teacher to understand that his activity has sometimes elusive pedagogical algorithms and strategies, the totality of which can be called such a concept as an individual methodological style of activity. In addition to pedagogical strategies, this concept reflects the unique psychological qualities of the individual, which allow the teacher to influence the quality of the acquired knowledge. It is also emphasized that the concept of an individual style of activity is the result of the teacher's internal hard work, the result of a long search, value. On this basis, the individual style of activity rejects the concept of "charisma", since it is self-sufficient and does not need to be theatrically announced to any audience. All the value bases of an individual methodological style of activity are aimed not at narcissism, but at helping students in mastering the internal content of a particular academic subject. The leading sign of the formation of an individual methodological style of activity is the ability to correctly combine one's original author's position on the content principles of the taught subject with the guiding and prescriptive lines of the work program. The author's position of the teacher, which combines the emotional and rational components, is also reflected in external behavioral mechanisms. At the same time, expressive forms of behavior are not a mandatory feature of the individual style of methodological activity. A special style of preparing educational material, a list of methods and forms of teaching is structured on the basis of a situational understanding of the subtle mechanisms of teaching, educating and developing schoolchildren
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Noh, Sunghwan. Teachers' Negative Comments Toward Youth in Foster Care with Disabilities: How Do They Relate to Youths' Problem Behaviors, School Attitudes, and School Performance? Portland State University Library, styczeń 2000. http://dx.doi.org/10.15760/etd.1082.

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Heide-Ottosen, Sif, Yahye Abdi, Abdullahi Ahmed Nor, James Khalil i Martine Zeuthen. Journeys through Extremism: The Experiences of Former Members of Al-Shabaab. RESOLVE Network, październik 2022. http://dx.doi.org/10.37805/cbags2022.3.

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This research report applies the Attitudes-Behaviors Corrective (ABC) Model of Violent Extremism to map personal journeys in and out of al-Shabaab, the al-Qaeda affiliate operating in Somalia and the wider Horn of Africa. The ABC Model provides a framework through which to analyze individual trajectories in relation to sympathy for and actual involvement in violent extremism. The study was designed to deliver key insights for policy and practice by revealing the extent to which these journeys vary between respondents. The ABC Model was also designed as a platform through which to explore drivers of attitudinal and behavioral change, offering a granular understanding of the processes of joining and leaving the group. This report features the findings from interviews with thirteen ex-members of the group, including those from its intelligence agency (the Amniyat), military wing (the Jabhat), and police force (the Hizbah), as well as drivers, teachers, and others in support roles. These findings provide important considerations for the design of interventions to prevent further involvement and to facilitate disengagements from the group, including recommendations for communications campaigns, rehabilitation services, and the relevance of territorial control.
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