Artykuły w czasopismach: „Teacher needs”

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Leblanc, Patrice R., i Maria M. Shelton. "Teacher Leadership: The Needs of Teachers". Action in Teacher Education 19, nr 3 (październik 1997): 32–48. http://dx.doi.org/10.1080/01626620.1997.10462877.

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Basturkmen, Helen. "ESP teacher education needs". Language Teaching 52, nr 3 (13.12.2017): 318–30. http://dx.doi.org/10.1017/s0261444817000398.

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Teaching English for academic purposes (EAP) and for specific purposes (ESP) are demanding areas in which to work. Teaching in these areas typically includes a range of tasks, such as investigating learner needs and specialist discourse, developing courses and materials in addition to classroom teaching. Therefore, teachers face a range of tasks which often require additional knowledge and skills. To date, the literature in EAP and ESP has tended to foreground the needs of learners and background the learning and knowledge needs of teachers. This plenary reviews themes in the literature on teacher education in ESP and reports on two research studies that investigated the practices and perspectives of experienced ESP and EAP teachers. Findings from the studies are discussed in relation to teacher education needs in this field.

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Wiryanto, Tri, Sunardi Sunardi i Joko Yuwono. "The Analysis of Teacher’s Needs toward Science Learning for Elementary Students with Mild Mental Retardation". International Journal of Multicultural and Multireligious Understanding 8, nr 9 (4.09.2021): 54. http://dx.doi.org/10.18415/ijmmu.v8i9.2924.

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Learning media is one of the important things in the child's learning process. The purpose of this study is to determine the teacher's needs of learning media for children with special needs with mild mental retardation in science learning. This research technique uses a qualitative descriptive research method by conducting a needs analysis. The research subject is a teacher at a special school who teaches mild mental retardation. The results showed that the used learning media were not varied. Based on the explanation above, the development of media really needs to be conducted by the teacher. The conclusion of this study found that the learning media used by teachers in science learning still needs to be developed.

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Chu, Man-Wai, Heather L. Craig, Lake B. Yeworiew i Yue Xu. "Teachers’ Unpreparedness to Accommodate Student Needs". Canadian Journal of School Psychology 35, nr 3 (12.05.2020): 210–24. http://dx.doi.org/10.1177/0829573520916610.

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Many students require special education and programming to succeed in the classroom. This study analyzed international and national assessment teacher survey data regarding inclusive education to better characterize student classroom needs and teacher preparedness to support them. Most teachers indicated that they relied on teacher-based accommodations and some teachers did not have access to external resources. While many teachers did not indicate receiving adequate teacher training courses and professional development (PD) on inclusive education, results indicate students from classrooms in which teachers took inclusive education PD statistically significantly outperform their peers ( F[1, 5.2] = 526.60, p < .05). As school psychologists support teachers in their classrooms to meet the needs of all their students, it is important for school psychologists to consider the minimal training and lack of PD attended by these teachers coupled with their relaxed attitude toward attending PD on teaching students with special needs.

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Alhaji, Ibrahim Muhammad, Wun Thiam Yew i Nordin Abd Razak. "Mathematics Teacher Education Training for Quality School Teachers: An Assessment of Mathematics Teaching Needs of Preservice Teachers’". International Journal of Psychosocial Rehabilitation 24, nr 04 (28.02.2020): 2538–47. http://dx.doi.org/10.37200/ijpr/v24i4/pr201361.

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Vengerov, Alexander. "Who Needs The Teacher?" International Journal of Management & Information Systems (IJMIS) 16, nr 1 (22.12.2011): 27. http://dx.doi.org/10.19030/ijmis.v16i1.6719.

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The purpose of the present paper is to establish, define, and develop a high-level architecture for Systems of Learning from the viewpoint of interdependencies between the processes of self-organization and collective intelligence. The role of the Teacher/Manager therefore changes to the collective learning and intelligence taking the central stage. The paper also develops and justifies several views within the stated viewpoint serving better understanding of the relationship between these processes and offering a common ground for the discussion and development of various implementation scenarios.

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Moreno, N. P., i D. B. Erdmann. "Addressing Science Teacher Needs". Science 327, nr 5973 (25.03.2010): 1589–90. http://dx.doi.org/10.1126/science.1182432.

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Epstein, Ruth. "Client Analysis in Teacher Education: What Some Canadian and South African Teachers Identify as their Professional Development Needs". TESL Canada Journal 18, nr 2 (30.06.2001): 78. http://dx.doi.org/10.18806/tesl.v18i2.912.

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The client analysis conducted in this study explores the professional development needs of11 language teachers, five in South Africa and six in Canada. The study employs a questionnaire and interviews to discover how each teacher's background and context affects his or her perceived professional development needs. Interviews show that teacher educators cannot necessarily predict teachers' professional development needs based on their backgrounds and contexts alone. A variety of inputs from recipients over an extended time is desirable and would yield more accurate predictability of an individual's professional development needs. This would result in teacher education programs that more accurately meet a teacher's real needs.

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Wright, Diane S., Meena M. Balgopal, Laura B. Sample McMeeking i Andrea E. Weinberg. "Developing Resilient K-12 STEM Teachers". Advances in Developing Human Resources 21, nr 1 (1.12.2018): 16–34. http://dx.doi.org/10.1177/1523422318814483.

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The Problem The US is currently experiencing a shortage of K-12 science, technology, engineering, and mathematics (STEM) teachers, especially in high-poverty communities. The shortage can be explained by both low teacher recruitment and high teacher turnover; however, the reasons why teachers leave the profession are complex. The Solution We argue that teacher professional development programs are often focused on how teachers can meet the needs of their students but ignore how teachers can build their own professional resilience. We draw from research in both teacher self-efficacy and ecological adaptive capacity to propose a revised Teacher-Centered Systemic Reform Model that identifies adaptive capacity as an outcome goal for individuals and school systems. School environments are dynamic (e.g., new policies, student needs, and changing administrators), and as a result, teachers need skills to adapt, enabling them to be resilient while still meeting students’ needs. The Stakeholders Professional development, teacher educators, human resource development (HRD) practitioners, K-12 STEM teachers.

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Mustaqim, Mujahidil. "MENINGKATKAN KOMPETENSI SOSIAL DAN KEPRIBADIAN GURU MELALUI PROGRAM PENGAJIAN DI SEKOLAH, KENAPA TIDAK?" EDUTECH 17, nr 2 (19.12.2018): 188. http://dx.doi.org/10.17509/e.v17i2.12639.

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Abstract. This article would like to address a number of issues that indicate the need for increased social competence and teacher personality as the spearhead of education managers in the field. However, this enormous role is not matched by a mature debriefing of these two compe-tencies for the preparation of a professional teacher candidate. Of the 163 SKSs studied, only 26 credits were granted to form social competence and personality. Means only 16% of the propor-tion of courses for these two competencies. So on this, it needs an independent but planned effort to improve the social competence and personality of teachers, such as through pengajian pro-grams for teachers in schools. This article is formulated by using the reseacrh library approach. There are two main subjects that are studied first, the analysis of the needs of the study program on improving social competence and teacher personality. Second, the objective formulation and content of the study program on improving the social competence and teacher's personality. Abstract. This article would like to address a number of issues that indicate the need for increased social competence and teacher personality as the spearhead of education managers in the field. However, this enormous role is not matched by a mature debriefing of these two compe-tencies for the preparation of a professional teacher candidate. Of the 163 SKSs studied, only 26 credits were granted to form social competence and personality. Means only 16% of the propor-tion of courses for these two competencies. So on this, it needs an independent but planned effort to improve the social competence and personality of teachers, such as through pengajian pro-grams for teachers in schools. This article is formulated by using the reseacrh library approach. There are two main subjects that are studied first, the analysis of the needs of the study program on improving social competence and teacher personality. Second, the objective formulation and content of the study program on improving the social competence and teacher's personality.

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Rafikayati, Ana, Lutfi isni Badiah i Mudhar Mudhar. "MENINGKATKAN KETERAMPILAN GURU PAUD DALAM MENANGANI ANAK BERKEBUTUHAN KHUSUS (ABK) DI PAUD". Jurnal Abadimas Adi Buana 2, nr 2 (20.01.2019): 5–10. http://dx.doi.org/10.36456/abadimas.v2.i2.a1755.

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The purpose of identifying and assessing children with special needs training is to improve: 1) early childhood teacherâ€™s knowledge about types of special needs children, 2) skills of early childhood teacher in identifying special needs children, and 3) skills of early childhood teacher in assessing special needs children. This activity was attended by 20 early childhood teacher from Peek A Boo School and Permata Bunda Schools in Sidoarjo. The methods used in training activities are lectures, group discussions, and practices. The results of this activity were obtained that after attending the training: 1) there was an increase in the knowledge of early childhood teacher regarding the types of children with special needs from 65% to 90%, 2) The skills of teachers in identifying also increased, from 10% to 55% able to identify children with special needs , and 3) an increase in assessment activities of children with special needs, from 10% to 50%. Thus, this training can effectively increase the knowledge and adequacy of early childhood teacher to identification and assessment activities of children with special needs.

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Christensen, Edith E. "Teacher evaluation — Who needs it?" Roeper Review 9, nr 1 (wrzesień 1986): 19–23. http://dx.doi.org/10.1080/02783198609552998.

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Rondinone, Peter. "Teacher Background and Student Needs". Journal of Basic Writing 10, nr 1 (1991): 41–53. http://dx.doi.org/10.37514/jbw-j.1991.10.1.05.

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Wongwanich, Suwimon, Soison Sakolrak i Chayut Piromsombat. "Needs for Thai Teachers to Become a Reflective Teacher: Mixed Methods Needs Assessment Research". Procedia - Social and Behavioral Sciences 116 (luty 2014): 1645–50. http://dx.doi.org/10.1016/j.sbspro.2014.01.450.

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Nitza, Davidivitch, i Yavich Roman. "Who Needs Parent-teacher Meetings in the Technological Era?" International Journal of Higher Education 6, nr 1 (13.12.2016): 153. http://dx.doi.org/10.5430/ijhe.v6n1p153.

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In this study we shall examine parent-teacher meetings in the technological era, i.e., whether parent-teacher meetings are still relevant, how they should be conducted, whether it is necessary to change the structure of the parent-teacher meeting or its conception by parents, students, and teachers. For this purpose, identical questionnaires were administered to teachers and parents, with an added question on suggestions for increasing efficacy. The questionnaires show that there is need for change. This study is a pioneer study, and therefore it proposes suggestions for further research. Furthermore, a proposal for increasing the efficacy of parent-teacher meetings was offered by the researchers. Once further research is undertaken in this field, it will be possible to perform a more thorough exploration of the issue, of which the current study provides an initial overview.

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Siron, Yubaedi. "PAUD Inklusif: Efikasi Diri dan Tingkat Literasi Guru Memengaruhi Kemampuan Merancang Individualized Education Program (IEP)?" AL-ATHFAL : JURNAL PENDIDIKAN ANAK 6, nr 1 (25.06.2020): 1–14. http://dx.doi.org/10.14421/al-athfal.2020.61-01.

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The ability to create an Individualized Education Program (IEP) for inclusive Early Childhood Education (ECE) teachers is a matter that needs to be further studied. At present, there are still many teachers who still need to be prepared with sufficient knowledge to create a proper IEP. The ability to create an ideal IEP can be useful for teachers in the implementation of an ideal inclusive ECE. An ideal inclusive ECE can serve as an indicator of the quality of education of a nation. The objective of this research is to analyze the effect of teacher's self-efficacy and teacher's literacy on Education for Children with Special Needs on the ability to design an IEP. The study uses a path analysis involving 50 ECE teachers from 50 different schools in East Jakarta. This study applied a simple random sampling technique to involve teachers. The results of this study revealed: 1) There was no direct effect on teacher self-efficacy towards the ability to design an IEP; 2) There was a direct effect on teacher literacy towards the ability to make an IEP; 3) There was no direct effect on teacher's self-efficacy towards the teacher's literacy on Education for Children with Special Needs.

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Awang, Mohd Isha, i Abdull Sukor Shaari. "Novice Teacher’s Needs in Starting Career as an Educator". Procedia of Social Sciences and Humanities 1 (30.01.2021): 255–62. http://dx.doi.org/10.21070/pssh.v1i.56.

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A new teacher is an individual who has just started a career in the field of teaching with less than three years of experience. They need certain aspects as a new teacher in starting a career as a teacher. This requirement is an important aspect that will contribute to the effectiveness of their teaching in the classroom. A study aimed at identifying the needs of new teachers starting this career using a survey research design. The questionnaire was used as a research instrument to review a simple randomly selected study sample involving 177 new teachers. The study found several aspects that are necessary for new teachers such as mentoring aspects, school support, key information, teaching and learning practices and co-curricular activities. This study has important implications to the school, State Educational Department and Ministry of Education in providing ongoing support to new teachers and then to develop their level of professionalism in the classroom in particular and in the education profession in general.

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Jungin, Kim. ""Needs Analysis of Teacher Education for Early Childhood English Teachers"". Journal of Humanities and Social sciences 21 11, nr 5 (30.10.2020): 113–26. http://dx.doi.org/10.22143/hss21.11.5.9.

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Zigo, Diane. "Addressing Rural Teachers' Authentic Needs by Contextualizing Graduate Teacher Education". Action in Teacher Education 23, nr 1 (kwiecień 2001): 1–11. http://dx.doi.org/10.1080/01626620.2001.10463049.

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Whitaker, Susan D. "Needs of Beginning Special Education Teachers: Implications for Teacher Education". Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children 26, nr 2 (kwiecień 2003): 106–17. http://dx.doi.org/10.1177/088840640302600204.

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Ford, Timothy G., Jentre Olsen, Jam Khojasteh, Jordan Ware i Angela Urick. "The effects of leader support for teacher psychological needs on teacher burnout, commitment, and intent to leave". Journal of Educational Administration 57, nr 6 (4.11.2019): 615–34. http://dx.doi.org/10.1108/jea-09-2018-0185.

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Purpose The actions of school leaders engender working conditions that can play a role in positively (or negatively) affecting teachers’ motivation, well-being or professional practice. The purpose of this paper is to explore how leader actions might bring about positive teacher outcomes through meeting teachers’ psychological needs at three distinct levels: the intrapersonal, interpersonal and organizational. Design/methodology/approach Using a sample of over 1,500 teachers from 73 schools in a large, high-poverty, urban Midwestern school district, the authors applied a multilevel path analysis to the study of the relationships between the intrapersonal, interpersonal and organizational dimensions of teacher psychological needs and the teacher affective states of burnout, organizational commitment and intent to leave the school and/or profession. Findings Whereas the intrapersonal dimension works primarily through burnout, the findings suggest that the interpersonal dimension (teacher–principal interactions) primarily functions to cultivate organizational commitment among teachers. At the organizational level, cultivating a trusting, enabling work environment where teachers can build on existing knowledge and skills had a demonstrated relationship to collective teacher burnout and organizational commitment, but only to the degree that these actions serve to build collective teacher efficacy. Practical implications In addressing existing deficits in support for teachers’ psychological needs within a school, school leaders have a significant mechanism through which to affect the attitudes and emotions of teachers which precede turnover behavior. However, addressing teacher psychological needs should be thought of as multidimensional – no single dimension (either the intrapersonal, interpersonal or organizational) alone will be sufficient. Principals should expect to work both one-on-one as well as collectively with teachers to address school working conditions which support their psychological needs as learners. Originality/value Prior studies examining the various working conditions of schools have included many common constructs, but the authors demonstrate how self-determination theory could be used to unify these seemingly unique characteristics of school working conditions with respect to how they support (or thwart) the psychological needs of teachers. The authors also empirically test the relationship of these dimensions to a wide-range of commonly-used teacher affective outcomes.

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Kellner, Eva, i Iiris Attorps. "Primary school teachers’ concerns and needs in biology and mathematics teaching". Nordic Studies in Science Education 11, nr 3 (2.11.2015): 282–92. http://dx.doi.org/10.5617/nordina.964.

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The aim of this paper is to provide insights into nine primary school teachers’ concerns and instructional needs in biology and mathematics, grades 1 to 6. By using Content Representation, combined with Learning Study in an action research project, teachers were encouraged to reflect on their conceptions, processes of instructing and pupil learning. From concerns articulated by teachers three instructional needs emerged: (i) to make subject progression, especially in biology, and pupil learning more visible, (ii) to develop mathematics teaching in order to change pupils’ views of the subject, and (iii) to develop teachers’ subject matter knowledge and teaching in an ongoing collaborative process. The paper argues that in order to stimulate teacher professional development it is important to make teacher concerns and thereby needs explicit. They help teachers to identify and reflect on relations between teacher subject matter knowledge, pedagogical content knowledge and pupil learning.

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Afudaniati, Awik Retyaka, Mohammad Furqon Hidayatullah i Tri Rejeki Andayani. "Innovation of Adaptive Physical Education in the Teacher's Perspective on Children with Special Needs". International Journal of Multicultural and Multireligious Understanding 8, nr 7 (28.07.2021): 543. http://dx.doi.org/10.18415/ijmmu.v8i7.2888.

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The purpose of the study was to investigate the teacher's views on learning innovations for adaptive physical education for children with special needs. This study uses descriptive qualitative data collection through observation, questionnaires, and interviews. This study involved 10 SDLB teachers in Temanggung. In this study, the teacher understands; first, a sense of responsibility expressed by all respondents to provide and design a learning process that supports the needs of students. Second, the main obstacle that occurs to teachers is in modifying the implementation of learning that is tailored to the conditions and needs of students. Third, teachers need adaptive physical education learning innovations for children with special needs. Fourth, teachers are motivated to implement and develop adaptive physical education learning innovations for children with special needs associated with local wisdom values.

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Jiang, Jingwen, Marja Vauras, Simone Volet i Anne-Elina Salo. "Teacher Beliefs and Emotion Expression in Light of Support for Student Psychological Needs: A Qualitative Study". Education Sciences 9, nr 2 (28.03.2019): 68. http://dx.doi.org/10.3390/educsci9020068.

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This study explored teacher beliefs and emotion expression via six semi-structured interviews with teachers, and discussed the findings in relation to the Self-Determination Theory, which addresses teacher support for autonomy, competence, and relatedness. The findings showed that teacher beliefs about their roles as educators, carers, and providers of reassurance reflected expressing clear expectation, caring for students, and considering student perspectives and feelings; teacher beliefs about equality between teachers and students appeared connected with trust in students and encouragement of their self-initiation; teacher beliefs about closeness to students reflected caring for students; teacher expression of negative emotions by discussing the problem with students conveyed explanatory rationales for expected student behaviors. This study revealed that teacher beliefs about teacher-student power relations may be connected with teacher appraisals of student misbehaviors. The findings also suggest that teachers need to discuss the problem with students rather than lose their temper or suppress their emotion when they feel a need to direct-stage anger. Future research could investigate teachers’ faking a particular emotion, such as faking indifference as revealed in the present study. Future research could also explore the reason for and harmfulness of embracing beliefs, e.g., negative expression of anger as a safety belt.

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Roostin, Erna. "The Importance of Government Policy Regarding Teacher Recruitment to Increase Motivation for Professionalism, Competence and Effectiveness of Certification Programs". International Journal of Advances in Social and Economics 1, nr 2 (13.07.2019): 67. http://dx.doi.org/10.33122/ijase.v1i2.42.

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Teacher recruitment carried out aims to find teachers who have the potential and ability as well as quality so that they can improve the quality of education in schools. Quality education will greatly require qualified teachers, because teachers are the spearhead of the success of an education. In connection with this, to be a teacher requires high motivation which is more than just motivation to fulfill basic needs. Besides motivation, another thing that is absolutely necessary for a teacher is good teacher education or preparation in the field of education, so that teachers have adequate professionalism and competence in carrying out their duties consisting of: pedagogical competencies, professional competencies, social competencies and personality competencies, so that teachers have good performance and are able to face various challenges that arise in the implementation of their professional duties. However, a number of questions related to the teacher emerged, namely how to prepare the teacher to be able to provide the provision of competencies that the teacher must have? What is the expected teacher performance? and will the certification program be effective and succeed in spurring teacher performance in carrying out their duties? The answer can be discussed in this paper which concludes that the certification program can be an effective program if: 1). Certified teachers have gotten good preparation so they have the competence as expected. 2). The teacher has satisfaction in fulfilling his physiological needs. But if the needs of the teacher as a creature are only dominated by physiological needs, all other needs will be empty or pushed backward (Maslow, 1943).

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Castro-Garces, Angela Yicely, i Argemiro Arboleda Arboleda. "Bridging the Gap between Curriculum Planning Policies and Pre-service Teachers’ Needs". English Language Teaching 10, nr 12 (2.11.2017): 50. http://dx.doi.org/10.5539/elt.v10n12p50.

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The challenge and satisfaction of being a teacher is doubled when one has the precious task of being a teacher trainer, as our practices replicate exponentially, touching the lives of people we do not even get to meet. Accordingly, this article presents the analysis of a process that brought tensions to a teacher training program because of the need to comply with the guidelines of the National Ministry of Education while considering pre-service teachers’ needs. Thus, a descriptive analysis was done, through a questionnaire, with the objective of portraying pre-service teachers’ perceptions about the curriculum that underlies their teaching training program, and characterizing their contributions in the face of a new curriculum design. The gains obtained out of the participants’ insights were key in understading their feelings and provided a good source of information for the new curriculum. The results suggest that pre-service teachers’ perceptions broaden teacher trainers’ horizons and enrich curriculum planning as a step towards meaningful and inclusive learning.

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Boyer, Wanda A. R., i Helen Bandy. "Impact of Students with Special Needs on Teachers in Rural Communities". Rural Special Education Quarterly 15, nr 3 (wrzesień 1996): 25–33. http://dx.doi.org/10.1177/875687059601500305.

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In order to develop relevant teacher education programs, teacher educators must understand attitudes, concerns and knowledge of inservice rural teachers toward inclusion of children with special needs in their classroom. Questionnaires were distributed to teachers in rural/remote areas of British Columbia. Results were indicative of the urgent need for providing additional human resources to assist with inclusionary practices, particularly the addition of trained assistants, parents, and community volunteers.

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Leinonen, Risto, Markku Haaranen, Mikko Kesonen, Mika Koponen, Pekka E. Hirvonen i Mervi A. Asikainen. "Finnish graduated physics teachers’ views about their teacher education program – The disparity between the needs and delivery". Journal of Technology and Science Education 10, nr 1 (19.02.2020): 101. http://dx.doi.org/10.3926/jotse.820.

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In this article, graduated physics teachers’ views about their teacher education program and professional needs are evaluated. With respect to teacher knowledge, Physical Knowledge for Teaching (PKT) framework consisting of six domains related to content knowledge and pedagogical content knowledge was developed based on the framework of Mathematical Knowledge for Teaching. PKT was utilized in the design of a Likert scale instrument that aims to discover teachers’ views concerning these six domains from two separate viewpoints: to what extent the domains were covered in their teacher education program concerning the domains, and how important is that theme for their profession. Results revealed that teachers see that the domains related to common content knowledge and structures of physics have been addressed adequately in their teacher education but characteristics of other domains, such as teaching methods, evaluation, and motivating learners, received less favorable evaluations. With respect to the importance of different domains for teacher profession, teachers valued the importance of every domain of teacher knowledge highly. These findings suggest that the greatest deficiencies in this physics teacher education program lie on addressing pedagogical content knowledge with its various sub-domains. Our PKT framework offers a promising base for evaluating physics teacher knowledge. We suggest that a framework for teacher knowledge should be explicitly introduced for pre-service teachers in their education so that they could evaluate their knowledge and professional needs better.

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Pérez Cañado, María Luisa. "Teacher training needs for bilingual education: in-service teacher perceptions". International Journal of Bilingual Education and Bilingualism 19, nr 3 (8.12.2014): 266–95. http://dx.doi.org/10.1080/13670050.2014.980778.

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Foote, Mary Q. "Research, Reflection, Practice: Addressing the Needs of Struggling Learners". Teaching Children Mathematics 14, nr 6 (luty 2008): 340–43. http://dx.doi.org/10.5951/tcm.14.6.0340.

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When research leads to changes in practice, the theory-practice link is strengthened. However, at times, teachers find it difficult to link educational research to their everyday practice in teaching mathematics. It is with a certain pleasure, then, that I bring you an example of how participation in a research study stimulated a kindergarten teacher to act as a teacher-leader for her grade level. She initiated a project in support of the development of the mathematical thinking of some of the children that kindergarten teachers identified as struggling with mathematics. Their story demonstrates how participation in research provides a platform from which teachers can expand their mathematical teaching practice to support learners, in this case, struggling learners of mathematics.

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Anderson, Lauren. "Embedded, Emboldened, and (Net)Working for Change: Support-Seeking and Teacher Agency in Urban, High-Needs Schools". Harvard Educational Review 80, nr 4 (1.12.2010): 541–73. http://dx.doi.org/10.17763/haer.80.4.f2v8251444581105.

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In this article, Lauren Anderson takes an inductive approach to the study of teacher agency, specifically considering who supports teachers, and how, in their efforts to advance equity in urban, high-needs schools. Drawing from a larger research project,Anderson focuses on a multiyear case study of one early-career teacher and incorporates social network and ethnographic methods to investigate relationships among the teacher's support network, her participation in school change efforts, and her career decisionmaking. In doing so, Anderson addresses the potential for network diversity,particularly the presence of supportive school-based and beyond-school ties, to serve as resources for school change, teacher retention, and the construction of school-community social capital.

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Penney, Sharon, i Lorraine Wilgosh. "Fostering Parent-Teacher Relationships when Children are Gifted". Gifted Education International 14, nr 3 (maj 2000): 217–29. http://dx.doi.org/10.1177/026142940001400303.

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The specific focus of this study was on parent and teacher relationships, when a child is gifted. The study addressed two interrelated questions. (1) What is the parent's perspective of the relationship between parent and teacher when a child is gifted? (2) What is the teacher's perspective of the relationship between parent and teacher when a child is gifted? Five parents and four teachers were interviewed individually on several occasions, and the interview content was analyzed thematically. For parents, five themes were identified, related to instructional programming, teacher competencies, curriculum needs, parental involvement in their children 's education, and problematic behavior. For teachers, there were also five themes, including identification of giftedness, funding issues, communication issues, partnerships in education, and impact on the children. The parent and teacher themes are reported in greater detail elsewhere (Penney & Wilgosh, 1998). This paper addresses the four overlapping themes derived from a comparison of the parent and teacher themes: funding issues, meeting the children's needs, communication, and impact on the children. Implications for fostering parent and teacher partnerships are discussed.

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Prudnikova, Ilga. "THE PROVISION OF SUPPORT IN STUDENTS WITH SPECIAL NEEDS: TEACHER REFLECTION ON THEIR PRACTICE". Education Reform: Education Content Research and Implementation Problems 2 (31.12.2019): 137. http://dx.doi.org/10.17770/er2019.2.4242.

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Latvia is currently moving towards a competency-based approach to the curriculum, with the resultant need to update teacher professional competencies. A survey conducted by the project School 2030 in the second half of 2018 highlights the need for more personalised support to teaching/learning for each and every student. The teacher's capacity, therefore, to plan, prepare and lead the learning process is important.The question then arises: how to best support learning and effectively increase achievement for those learners with special needs. For the realisation of an inclusive approach to education, the teacher needs knowledge and understanding of the diverse needs of students, which need to be considered as part of the educational process.The aim of the study: to provide insight into diverse effective approaches to the education of students with special needs in inclusive settings.The research methods selected reflect the purpose of the study: analysis of regulatory documents, analysis of the scientific literature and teacher reflection on their practice.The main conclusion is that the provision of day-to-day support by competent teachers, as well as support at the educational institution level, results in students with special needs participating, being engaged, collaborating and achieving equally with the peers.This can only be achieved through the purposeful investment of hard and persistent work, utilising flexible learning opportunities and collaboration.

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Easterday, Kenneth E., i Tommy Smith. "A Survey of Mathematics Teacher Needs". School Science and Mathematics 92, nr 4 (kwiecień 1992): 212–19. http://dx.doi.org/10.1111/j.1949-8594.1992.tb12175.x.

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Marlow, N., i S. Johnson. "What the teacher needs to know". Archives of Disease in Childhood 92, nr 11 (22.03.2007): 945. http://dx.doi.org/10.1136/adc.2007.127969.

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Muna, Aulia, Sunardi Sunardi i Herry Widyastono. "Teachers' Efforts to Improve Pedagogic Competency in Learning Children with Special Needs in Inclusion Basic Schools in Surakarta". IJDS Indonesian Journal of Disability Studies 8, nr 01 (31.05.2021): 61–72. http://dx.doi.org/10.21776/ub.ijds.2021.008.01.04.

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The purpose of this study was to determine the efforts of teachers to improve teacher pedagogical competence in the learning of children with special needs in the inclusive city of Surakarta. The subjects of this study were a class teacher and a subject teacher in ten inclusive schools in the city of Surakarta. This study uses a qualitative case study method, with data collection using interview techniques from aspects of pedadogic competencies and documents of children with special needs as individual teaching programs then technical data analysis using descriptive analysis. The results of this study that based on teaching experience and educational background, teachers still need to increase efforts to improve pedagogical competence in the learning of children with special needs in inclusive schools.

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Swaffoed, Marshall, i Paden Hagler. "Beginning SBAE Teachers’ Metal Fabrication Knowledge Needs: Implications for Teacher Preparation". Journal of Agricultural Education 59, nr 1 (30.03.2018): 287–96. http://dx.doi.org/10.5032/jae.2018.01287.

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Fresko, Barbara, i David Ben-Chaim. "Assessing teacher needs and satisfaction of needs in inservice activities". Studies in Educational Evaluation 12, nr 2 (styczeń 1986): 205–12. http://dx.doi.org/10.1016/0191-491x(86)90010-6.

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Penuel, William R., Philip Bell i Tiffany Neill. "Creating a system of professional learning that meets teachers’ needs". Phi Delta Kappan 101, nr 8 (27.04.2020): 37–41. http://dx.doi.org/10.1177/0031721720923520.

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State-level leaders face a difficult challenge of determining where to invest scarce professional learning dollars. To address this challenge, a team of researchers and state-level science educators surveyed teachers to learn more about their vision for science education and what kind of learning opportunities they preferred. The survey enabled the team to determine how well teachers’ ideas about science education aligned with the Framework for K-12 Science Education. They then set state-level aims for professional learning that took into account teacher preferences and any gaps between teacher visions and the vision of science education in the framework. Together, the researchers and state leaders created free learning resources that could help teachers achieve these aims.

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Zein, Mochamad Subhan. "Professional development needs of primary EFL teachers: perspectives of teachers and teacher educators". Professional Development in Education 43, nr 2 (21.03.2016): 293–313. http://dx.doi.org/10.1080/19415257.2016.1156013.

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Jayanti, Jayanti, i Dinn Wahyudin. "How important are today’s teacher development program contents for primary school teacher?" Jurnal Penelitian Ilmu Pendidikan 12, nr 1 (25.04.2019): 55–62. http://dx.doi.org/10.21831/jpipfip.v12i1.19799.

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Teacher development program (TDP) will only be effective when it answers the teacher's need. This study aims to find out how important the training content that has been delivered in the TDP. The training contents listed in this study drawn from the Teacher Working Group, the School of Master Teacher program organized by Sekolah Guru Indonesia Dompet Dhuafa and teacher development at Sukma Bangsa School. A total of 327 primary school teachers have participated in the study which was designed based on survey model. The study was limited to primary school teachers due to different teacher needs of other school levels may be occurred. The data of this study were obtained by using a questionnaire comprised of 13 close-ended items in the form of the rating scale. Descriptive statistics include the percentage, frequency, mean, and standard deviation for data analysis. According to the study results, 84,1% of respondents chosen classroom management as the most important training content to learn. Another indication of the result is that the teachers also need to learn teaching and learning models, developmental psychology, teaching motivation, teaching and learning evaluation, teaching and learning media, technology-based learning, lesson plan, 2013 curriculum, classroom display, public speaking and literacy-based learning that more than 50% teachers defined them as very important to learn. However, only 47% of respondents mentioned Classroom Action Research is very important to learn. Based on the results of this study, the designer of TDP suggested considering classroom management as the first priority to deliver in the TDP followed by teaching and learning models, developmental psychology, teaching motivation, teaching and learning evaluation, teaching and learning media, technology-based learning, lesson plan, 2013 curriculum, classroom display, public speaking and literacy-based learning. In addition, it has to pay more attention to the teacher's need level of Classroom Action Research that is still very low due to improving their motivation to do research.

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Adams, Curt, i Jentre Olsen. "Principal support for student psychological needs". Journal of Educational Administration 55, nr 5 (7.08.2017): 510–25. http://dx.doi.org/10.1108/jea-05-2016-0045.

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Purpose Although leadership evidence highlights the importance of cooperative principal-teacher relationships, research has not looked thoroughly at the content behind principal-teacher interactions. The purpose of this paper is to use self-determination theory and organizational conversation to develop principal support for student psychological needs (PSSPN), a concept that represents principal-teacher interactions based on social and psychological factors contributing to student learning. The empirical part of the study tests the relationship between PSSPN and faculty trust in students and student self-regulated learning. Design/methodology/approach Hypotheses were tested with a non-experimental, correlational research design using ex post facto data. Data were collected from 3,339 students and 633 teachers in 71 schools located in a metropolitan area of a southwestern city in the USA. Hypotheses were tested with a 2-2-1 multi-level mediation model in HLM 7.0 with restricted maximum likelihood estimation. Findings Principal support for student psychological needs had a positive and statistically significant relationship with faculty trust in students and self-regulated learning. Additionally faculty trust mediated the relationship between principal support for student psychological needs and self-regulated learning. Originality/value This is one of the first studies to examine school leadership by the content that is exchanged during principal-teacher interactions. Principal support for student psychological needs establishes a theoretically-based framework to study leadership conversations and to guide administrative practices. Empirical results offer encouraging evidence that the simple act of framing interactions around the science of wellbeing can be an effective resource for school principals.

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Budiwati, Neti. "Development of Education and Training Models in Improving the Professionalism of Economic Teachers". International Journal Pedagogy of Social Studies 4, nr 1 (30.06.2019): 98–102. http://dx.doi.org/10.17509/ijposs.v4i1.21496.

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The aim to develop models of education and training that are effective in improving teacher competencies. The research method uses non-experimental explanatory and R & D method. The research sample is a high school economic teacher in the Greater Bandung area. Data collection using a questionnaire. Based on the education and training model that was once followed by economic teachers, the results of the research showed that teachers of professional education and training are very helpful in improving teacher professionalism, the form of online learning is very difficult for teachers, especially those in remote areas. Therefore teachers strongly agree to use face-to-face patterns and material support in improving teacher professionalism. Besides that the teacher strongly agrees that the Teacher Professional Education and Training and the teacher learning program with online mentoring can improve literacy and teachers who support professionalism. Teachers state patterns of teacher certification through Professional Education and Training Teachers should focus on professional competence. This study can determine the alternative development of the Teacher's Professional Education and Training model in positions and models, namely Teacher Professional Education and Training using blended learning and Teacher Education and Training Model Based on needs.

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Haekal, T. M. "Peran Wali Kelas Dalam Pengelolaan Anak Berkebutuhan Khusus di SDN 1 Banda Aceh". Aksara: Jurnal Ilmu Pendidikan Nonformal 6, nr 2 (6.05.2020): 191. http://dx.doi.org/10.37905/aksara.6.2.191-200.2020.

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<p>The child with special needed need special assistance from the school side, the homeroom teacher is no exception. At Banda Aceh 1 Elementary School, children with special needs are managed in accordance with applicable standards. This study aims to determine the role, strategies and obstacles of homerooms in the management of children with special needs at SDN 1 Banda Aceh. This research is a qualitative research with data collection techniques, namely: observation, interviews, and documentation. The analysis was carried out by miles and huberman techniques. Research results include: 1). The role of homeroom is that it is very much needed even very important in terms of the management of children with special needs. As the right of the homeroom teacher in managing his students in the classroom, his roles include making plans for implementing learning, designing syllabi, media, and modifying curriculum. 2). Homerooms in the management of special needs children are homeroom teachers and special mentoring teachers always accompany regular students and children with special needs during the learning process until the learning is complete, the classroom atmosphere is always made fun sometimes there are also students who are bored so the teacher becomes more active in looking after. The homeroom teacher understands that management is not only theoretically using his own instincts. Obstacles are the lack of skills in exploring children with special needs because education personnel are not graduates of schools for children with special needs. Management of children with special needs carried out by teachers at SDN 1 Banda Aceh, management can be done well, as evidenced by students always playing an active role in learning and students are able to carry out evaluations conducted by the teacher. And for the next researcher, hopefully it can study more deeply about the management of homeroom teachers and special teachers in managing and handling children with special needs (ABK) and the factors that influence barriers to better complement and refine this research.</p>

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Lambert, Mike. "Preparation of Trainee Teachers for Teaching Able and Gifted Pupils in English Primary Schools: How Well Do Our ‘Standards’ Match Up?" Gifted Education International 20, nr 1 (lipiec 2005): 20–28. http://dx.doi.org/10.1177/026142940502000105.

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There are three incentives for developing this paper: In England there is a new (or rather a renewed) focus on the educational needs of school pupils of high ability We also have new standards and requirements in teacher education (‘initial teacher training’) Teacher training in England does not have a strong evidence base on which to plan development. Courses may benefit from strengthening such an evidence base. These factors have prompted this paper to examine some of the qualities and skills which, according to some key commentators, teachers need for effective teaching of able pupils within the ordinary classroom. It then compares these with the ‘competencies’ or standards which trainee teachers are required to achieve to become qualified teachers in England. It uses this comparison to propose some ways in which teacher training might be enhanced so that emerging teachers are better prepared to meet successfully the needs of able pupils in their mixed-ability classrooms.

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Sulistyowati, Raya, Siti Sri Wulandari i Bambang Suratman. "PENINGKATAN KOMPETENSI GURU BIDANG KEAHLIAN BISNIS MANAJEMEN MELALUI PENELITIAN TINDAKAN KELAS". Jurnal ABDI 4, nr 1 (13.12.2018): 6. http://dx.doi.org/10.26740/ja.v4n1.p6-11.

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the purpose of this activity is to meet the needs of teachers in improving teacher competence in the field of business management expertise of teachers in SMKN 1 and SMK Ketintang Surabaya. The reason for doing this classroom action research training (1) to make teachers sensitive and responsive to the dynamics of learning in its class. (2) Improving teachers' performance to become professionals (3) teachers improves the learning process through an in-depth assessment of what is happening in their classroom. (4) classroom action research does not interfere with a teacher's main task because the teacher does not need to leave the class. The results of these activities in the form of articles of scientific work of classroom action research used by teachers as material for improving the process and the results of student learning in the classroom. It is expected that through the classroom action research training and the accompaniment of the script writing of the classroom action research results. And ultimately teachers SMKN Surabaya and SMK Ketintang Surabaya Business Management can improve scientific publications and can increase functional allowance and teacher credit numbers in developing teacher careers.

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Akhmetkarimova, K. S., i R. Sh Abitaeva. "TO THE QUESTION OF PROFESSIONAL RETRAINING OF TEACHERS-ASSISTANTS FOR PRESCHOOL INSTITUTIONS OF A GENERAL TYPE AT THE UNIVERSITY". BULLETIN Series of Pedagogical Sciences 67, nr 3 (30.09.2020): 97–105. http://dx.doi.org/10.51889/2020-3.1728-5496.13.

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The article raises the question of the need to retrain teachers of preschool organizations for the new position of a teacher-assistant. The reasons for the improper performance of official duties in working with children with special educational needs are noted. The need to retrain applicants for the position of a teacherpsychologist from educators-practitioners in a university is justified by the introduction of recent changes in the qualification characteristics of the positions of teachers and persons equated to them. Attention is drawn to the fact that most of the teachers of preschool institutions in Zhezkazgan are not ready to work with children with special educational needs. For systematic work with teachers and children, this category needs a trained teacher-psychologist. The emphasis is on the fact that in the context of the implementation of new standards of preschool education, the readiness and ability of the teacher-assistant to work with children should be the norm. The preliminary results of the study of the readiness of applicants to work with preschoolers with special educational needs both during the course period of retraining at the university and in the post-course period are presented. The role of the department in further joint work with preschool institutions in the retraining of educational psychologists is revealed.

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Kono, Craig D. "Comprehensive Teacher Induction: Meeting The Dual Needs Of Principals And New Teachers In Rural Schools". Journal of College Teaching & Learning (TLC) 9, nr 2 (23.03.2012): 129–34. http://dx.doi.org/10.19030/tlc.v9i2.6908.

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This research project is the third in a series of research projects conducted for the purpose of assisting rural school principals create comprehensive first-year teacher induction programs. This project promotes the use of comprehensive teacher induction programs that meet both the needs of school principals, but also the social, personal, and family needs of new teachers starting their education careers in rural schools in South Dakota. The data was collected from previous teacher skills and school traits studies involving school principals and first-year teachers from across South Dakota. This report was created through the Northern State University Teacher Induction Program, a follow-up support and data collection program intended for new teachers entering education upon graduation from Northern State University in Aberdeen, South Dakota. The data collected documents trends and issues and is reported annually to Northern State University School of Education.

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Maravillas, Mart Andrew. "Filipino and American Teachers: Their Differences in Psychological Needs, Performance, and Culture". Journal of Comparative & International Higher Education 11, Winter (15.03.2020): 150–54. http://dx.doi.org/10.32674/jcihe.v11iwinter.1533.

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This study addresses the dearth of literature about the Filipino international teachers whose presence continues to pervade the K-12 education system of the United States. Through quantitative analyses and the self-determination theory framework, it seeks to answer how basic psychological needs are addressed in higher education institutions set in different cultural settings and whether culture has a role in Filipino international teachers’ performance. The findings of this study may have an implication on home country’s teacher education, US teacher recruitment, and in-service professional development of international teachers. The ultimate goal of this study is how to fully prepare and support international teachers for the best of the American youth.

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GULLICKSON, ARLEN R. "TEACHER EDUCATION AND TEACHER-PERCEIVED NEEDS IN EDUCATIONAL MEASUREMENT AND EVALUATION". Journal of Educational Measurement 23, nr 4 (grudzień 1986): 347–54. http://dx.doi.org/10.1111/j.1745-3984.1986.tb00254.x.

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