Artykuły w czasopismach: „Teacher”

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Saraeva, Tatiana P. "Teacher of Teachers." Человек. Общество. Наука 3, no. 4 (2022): 71–75. http://dx.doi.org/10.53015/2686-8172_2022_3_4_71.

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Hafiz Nurulhaq, Gulam, Eri Kurniawan, Ihsan Hikmawan, Regiana Ginanjar, and Firman. "The Teacher Community Role toward Teacher Professionalism on Designing EFL Instructional Objectives." Inspiring: English Education Journal 7, no. 1 (March 27, 2024): 140–62. http://dx.doi.org/10.35905/inspiring.v7i1.8940.

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

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Goodson, Ivor F. "Sponsoring the Teacher's Voice: teachers' lives and teacher development." Cambridge Journal of Education 21, no. 1 (January 1991): 35–45. http://dx.doi.org/10.1080/0305764910210104.

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Irmayani, Nunung Anugrawati, and Andi Bulkis Maghfirah Mannong. "TEACHERS’ STRATEGIES IN OVERCOMING STUDENTS’ ANXIETY IN SPEAKING ENGLISH." Indonesian Journal of Psycholinguistics 1, no. 3 (November 30, 2022): 133–42. http://dx.doi.org/10.56983/ijp.v1i3.423.

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

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Feiman-Nemser, Sharon. "Teachers as Teacher Educators." European Journal of Teacher Education 21, no. 1 (January 1998): 63–74. http://dx.doi.org/10.1080/0261976980210107.

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Tigner, Steven S. "Homer, Teacher of Teachers*." Journal of Education 175, no. 3 (October 1993): 43–64. http://dx.doi.org/10.1177/002205749317500304.

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Thornbury, S. "Teachers research teacher talk." ELT Journal 50, no. 4 (October 1, 1996): 279–89. http://dx.doi.org/10.1093/elt/50.4.279.

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Muthmainnah Choliq, Dzikriyah Lailatul Rohmah, and Fanisa Aulia Putri. "Peran Vital Guru dalam Konsep Pendidikan Islam (Peran Guru didalam Pendidikan Pondok Modern Darussalam Gontor)." DIAJAR: Jurnal Pendidikan dan Pembelajaran 3, no. 3 (July 27, 2024): 343–48. http://dx.doi.org/10.54259/diajar.v3i3.2784.

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In a broad sense teacher is a professional whose job is to impart knowledge, which can include various titles such as Qur’an teacher, dance teacher, sports teacher, and etc. A teacher is someone who provides the spiritual soul or knowledge, moral education and etc. The teacher has a higher position because he is a spiritual father who provides knowledge, guides morals, and rectify behavior’s students. Teachers must have duties that are carried out according to the Islamic perspective as well as the Quran. A teacher must have an important role that makes them more grown-up. There are three vital roles of teachers: personal, professional, and social. Inside PMDG, the role of teachers is one of the important elements when it comes to teaching and learning activities. Because a teacher at PMDG in addition to being a teacher, they also become an educator. It can be seen from the personality of a teacher, the professionalism of a teacher in teaching, and also the social action perceived by the teachers while teaching there. Actually, the teacher who teaches his students is teaching themselves, and the teacher who educates his students is educating himself. For that matter, the importance of educating and teaching has a highest position in Islam.

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Muhammad, Akram. "The Multiple Roles of Teacher and Teacher Training in Pakistan." American Based Research Journal 2, no. 7 (July 31, 2013): 01–07. https://doi.org/10.5281/zenodo.3408192.

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The role of teacher has been revolutionized in the modern era. The stick and rod culture now has been replaced by the use of modern technology in teaching. This paper highlights the multiple roles of school teachers and teacher training in Pakistan. Teachers fail to add to the confidence of the students. Teachers are not familiar with classroom methodology just because of lack of proper teacher training modules and the use of modern technology in teaching. We have to diagnose the role of teacher in good teaching because teacher is considered to be a pivot in teaching learning process. The present study highlights the current problems faced by a teacher in particular Pakistani context. The study highly recommends that the teacher’s role should be clearly determined in order to have a quality learning teaching environment.

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Susanto, Syahri, and Bayu Priyatna. "Teacher Monitoring Application in Teaching Based on CodeIgniter Framework in High Schools." Buana Information Technology and Computer Sciences (BIT and CS) 1, no. 1 (January 1, 2020): 12–15. http://dx.doi.org/10.36805/bit-cs.v1i1.679.

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

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Jubaidah, Siti. "EVALUASI PENGAJARAN GURU BAHASA ARAB DI MAN III RAWASARI JAKARTA PUSAT." Al-Ma'rifah 12, no. 01 (April 30, 2015): 84–92. http://dx.doi.org/10.21009/almakrifah.12.01.08.

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

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Bulan, Sedayang, Yesi Arikarani, Wulandari Wulandari, Pipit Malani, and Bima Maulidi. "Inovasi Guru Menciptakan Komunikasi Pembelajaran Yang Sukses Dan Berpengaruh." 'Edification Journal 6, no. 1 (July 31, 2023): 37–51. http://dx.doi.org/10.37092/ej.v6i1.588.

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

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Robinson, Maureen, and Wendy McMillan. "Who teaches the teachers? Identity, discourse and policy in teacher education." Teaching and Teacher Education 22, no. 3 (April 2006): 327–36. http://dx.doi.org/10.1016/j.tate.2005.11.003.

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Teng, (Mark) Feng. "Understanding Teacher Autonomy, Teacher Agency, and Teacher Identity: Voices from Four EFL Student Teachers." English Teaching & Learning 43, no. 2 (May 3, 2019): 189–212. http://dx.doi.org/10.1007/s42321-019-00024-3.

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

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Asma, Khizar Khizar. "Reflection of Teacher Educator's Professionalism on Prospective Teachers." Global Social Sciences Review 4, no. 2 (June 30, 2019): 298–306. https://doi.org/10.5281/zenodo.4383431.

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Reflection of teacher’s own professionalism matters so the present study aimed to evaluate the reflection of teacher educator’s professionalism on their students. The survey was conducted to collect data by using two self-developed questionnaires one for teacher educators and others for prospective teachers. A sample of 155 teacher educators and 200 prospective teachers participated in this study randomly selected from one general university of Islamabad and seven universities of Punjab province. Analyses revealed that prospective teachers were highly reflecting professional attitude, professional practice and professional confidence while less professional commitment, professional ethics, and professional knowledge and competence. Teacher educators showed high level of professional commitment, professional leadership and supportive culture whereas less professional practice, professional ethics and professional knowledge and competence. Nevertheless, the prospective teachers were not properly acquiring teacher educator’s professionalism. Findings may be used in teacher education programs to enhance professionalism through organization of continuous professional development practices

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Szeto, Elson, and Annie Yan-Ni Cheng. "Principal–teacher interactions and teacher leadership development: beginning teachers’ perspectives." International Journal of Leadership in Education 21, no. 3 (January 11, 2017): 363–79. http://dx.doi.org/10.1080/13603124.2016.1274785.

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Cruickshank *, Ken. "Towards diversity in teacher education: teacher preparation of immigrant teachers." European Journal of Teacher Education 27, no. 2 (June 2004): 125–38. http://dx.doi.org/10.1080/0261976042000223006.

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Kagoda, Alice Merab, and John Sentongo. "Practicing Teachers' Perceptions of Teacher Trainees: Implications for Teacher Education." Universal Journal of Educational Research 3, no. 2 (February 2015): 148–53. http://dx.doi.org/10.13189/ujer.2015.030211.

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Kim, Jeong-a. "Teachers" Perceptions of Teacher Policy according to Teacher Identity Types." Korean Educational Administration Society 42, no. 1 (April 30, 2024): 1–25. http://dx.doi.org/10.22553/keas.2024.42.1.1.

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Seo, Yong-Seok. "Teacher Professionalism and Teacher Agency in Biesta’s Discourse on Teachers." Journal of Elementary Education 38, no. 1 (January 31, 2025): 247–68. https://doi.org/10.29096/jee.38.1.10.

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Feng, Li, and Tim R. Sass. "Teacher Quality and Teacher Mobility." Education Finance and Policy 12, no. 3 (July 2017): 396–418. http://dx.doi.org/10.1162/edfp_a_00214.

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

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Dr., A. C. Lal Kumar. "A STUDY OF TEACHER STRESS AMONG SCHOOL TEACHERS." International Journal of Interdisciplinary Research in Arts and Humanities 1, no. 1 (October 15, 2016): 47–50. https://doi.org/10.5281/zenodo.160941.

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The teachers are considered to be the most powerful environment for child development. Stress can be defined as the physiological and psychological reaction with which it occurs as a consequence of perception of imbalance between the level of demand placed upon individuals and their capabilities to meet those demands. Stress relates to the causes and consequences of less than optimum performance which is attributable to motivation. Teacher stress has a nationwide concern and relatively new area of empirical factors prepared by teachers as being troublesome or stressful have included students discipline, negative attitudes towards school, physical violence, is adequate preparation time, lack of clear role definition and heavy workloads. The present study aims to study the teachers stress among school teachers. The sample was selected using random sampling techniques. The sample included 85 males and 115 females schools teachers working in Vellore district. Rama’s teacher stress self-rating five-point scale developed and standardized by. Dr. Krishnan Raju (1994) because it is more appropriate to measure the teacher stress and the data obtained was subjected to statistical analysis (descriptive analysis and t-test). Findings suggest that there is no significant difference between teachers stress irrespective to gender, age, educational qualification, management and teaching experience towards school teachers.

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Winarsih, Nining, Silviyana Silviyana, and Faisol Hakim. "ANALISIS PERSPEKTIF GURU KABUPATEN PROBOLINGGO TERHADAP MUNCULNYA KEBIJAKAN REKRUTMEN GURU MELALUI MARKETPLACE." DISCOURSE: Indonesian Journal of Social Studies and Education 2, no. 1 (November 29, 2024): 29–35. https://doi.org/10.69875/djosse.v2i1.132.

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A teacher is someone who imparts knowledge to the students he teaches. In selecting quality teachers, schools usually recruit teachers using various criteria and methods. However, what has been voiced recently is regarding the teacher recruitment policy through the marketplace. The aim of this research is to analyze the perspective of Probolinggo Regency teachers regarding the emergence of teacher recruitment policies through the marketplace. The method used in the research is a qualitative method. The research objects are all teachers in Probolinggo Regency. Data collection techniques are interviews, questionnaires and documentation. Data analysis techniques, data reduction, data presentation and drawing conclusions. The results obtained were those who agreed and disagreed with teacher recruitment through the marketplace. The reason they disagree is because they feel they don't honor and respect teachers, while those who agree are because it makes it easier for school principals to find the teachers they need. This research can be used as a reference for the government in determining teacher recruitment policies through the marketplace which will be realized in 2024.

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Rahmawati, Ganes Devita, Linda Isnaini, and Vina Citra Tri Maulia. "Developing Teachers Through “Teacher Clinic”." EDULIA: English Education, Linguistic and Art Journal 5, no. 1 (October 18, 2024): 83–89. https://doi.org/10.31539/edulia.v5i1.10277.

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This study aims to find out how the "Teachers Clinic" program runs to teacher development. This study is important because teacher development can find out the obstacles faced by teachers and improve teacher performance. "Teachers Clinic" is one of the programs created by the language institute as a teacher development program. Through this program, teachers have the opportunity to discuss difficulties when teaching, receive input and improve teacher performance in teaching. The research method used in this research is qualitative design. This research was conducted through face-to-face interviews with the participant as the Branch Manager of a course institution. The data obtained from the interviews were analyzed qualitatively by transcribing and describing the data. The result showed the “Teacher Clinic” became a promising program as an effort in developing teacher quality. This program involves three stages including: the sharing stage, the observation stage, and the evaluation stage. Therefore, the finding demonstrated that teachers are helped with this program because it solves the teachers’ problems during teaching practice. It was clear that the “Teacher Clinic” program assists in developing teacher growth. Furthermore, this study suggests that educational institutions consider adopting the "Teacher Clinic" in their professional development programs to enhance teaching quality. In addition, integrating the "Teaching Clinic" program can contribute significantly to teacher growth and the overall improvement of educational standards. Keywords: Process, Teacher Clinic, Teacher Development

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Ubat, Ubat. "THE ROLE OF A PRINCIPAL IN DEVELOPING THE PROFESSIONALITY OF TEACHERS AT SMP NEGERI 10 IN TANJUNGBALAI." JURNAL TARBIYAH 29, no. 1 (June 30, 2022): 163. http://dx.doi.org/10.30829/tar.v29i1.1383.

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

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Pantić, Nataša, and Theo Wubbels. "Teacher competencies as a basis for teacher education – Views of Serbian teachers and teacher educators." Teaching and Teacher Education 26, no. 3 (April 2010): 694–703. http://dx.doi.org/10.1016/j.tate.2009.10.005.

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

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Liston, Daniel P. "Teachers’ Work and Teacher Education." Review of Education 12, no. 2 (March 1986): 93–98. http://dx.doi.org/10.1080/0098559860120203.

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Timmerman, Greetje. "Teacher educators modelling their teachers?" European Journal of Teacher Education 32, no. 3 (August 2009): 225–38. http://dx.doi.org/10.1080/02619760902756020.

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Odell, Sandra J. "Preparing Teachers for Teacher Leadership." Action in Teacher Education 19, no. 3 (October 1997): 120–24. http://dx.doi.org/10.1080/01626620.1997.10462884.

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Abrams, Leonard, and Arnold S. Weisgold. "TRULY A TEACHER OF TEACHERS." Journal of Esthetic and Restorative Dentistry 10, no. 3 (May 1998): 100–101. http://dx.doi.org/10.1111/j.1708-8240.1998.tb00345.x.

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Lacina, Jan, and Robin Griffith. "Valuing Teachers-and Teacher Education." Reading Teacher 72, no. 4 (December 26, 2018): 421–22. http://dx.doi.org/10.1002/trtr.1779.

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Aronson, Deb. "Teacher Advocacy: Teachers Speaking Up." Council Chronicle 19, no. 3 (March 1, 2010): 6–8. http://dx.doi.org/10.58680/cc201012240.

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Tuasikal, Muhammad Abduh, Lantip Diat Prasojo, and Muhyadi Muhyadi. "Role Of Managerial Principles And Teaching Supervision In Improving Teacher Performance At The Islamic Education Center For Kids." Journal of Social Science (JoSS) 3, no. 1 (February 20, 2024): 1210–20. http://dx.doi.org/10.57185/joss.v3i1.269.

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

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

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

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Paul, Ujjwal, and Abhijit Guha. "Attitude towards constructivist approach and teacher effectiveness: Perspective of secondary school teacher." Sikshachintan: A Journal of Education 8 (July 1, 2014): 143–53. https://doi.org/10.5281/zenodo.7781241.

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Constructivism as a set of beliefs provides a model of cognition that leads directly to a method of teaching that, in turn, credits the student with the power to become an active learner. Teachers' attitude towards constructivist approach in teaching has an effective value to increase teacher effectiveness among school teachers. The present study was conducted to inquire the present attitude of school teachers of W.B. in advocating constructivist approach in their teaching strategy and its impact on teacher effectiveness. CASST and PGTES were administered on 216 randomly selected school teachers for measuring their attitude towards constructivist approach & teacher effectiveness. The major findings were observed that the teachers of W.B. possess a moderately positive attitude towards constructivist approach in daily classroom teaching situation and location-wise and gender-wise the difference of this attitude is insignificant. Moreover, teachers' attitudes towards constructivist approach and teacher effectiveness share a moderate positive correlation.

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Anwar, Ali. "Korelasi Jabatan Fungsional, Kepangkatan, Masa Kerja, Ijasah Dengan Profesionalitas Dosen Jurusan Tarbiyah Sekolah Tinggi Agama Islam Negeri (STAIN) Kediri." Realita : Jurnal Penelitian dan Kebudayaan Islam 13, no. 1 (May 20, 2022): 34–45. http://dx.doi.org/10.30762/realita.v13i1.31.

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

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DWIUTAMI, LUSSY, and TANTRI DWINANTIKA WARDI. "EFIKASI DIRI DAN KEMAMPUAN LITERASI INFORMASI PADA GURU SEKOLAH MENENGAH ATAS." JPPP - Jurnal Penelitian dan Pengukuran Psikologi 4, no. 2 (October 30, 2015): 65–73. http://dx.doi.org/10.21009/jppp.042.04.

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

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Lenka, S. K. "Pupil Teachers’ Attitude towards Teacher Eligibility Test (TET)." Journal of Advances and Scholarly Researches in Allied Education 15, no. 5 (July 1, 2018): 1–3. http://dx.doi.org/10.29070/15/57422.

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Targamadze, Vilija, Vaiva Juskiene, and Mariam Manjgaladze. "TEACHER TRAINING: EDUCATIONAL ACTIVITIES FOR PRE-SERVICE TEACHERS." INTERNATIONAL JOURNAL OF MULTILINGUAL EDUCATION VI, no. 2 (December 29, 2018): 37–48. http://dx.doi.org/10.22333/ijme.2018.12005.

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

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Kapoor, Aadit. "AIT: Artificial Intelligence Teacher (Replacing Teachers with Technology)." International Journal of Scientific Engineering and Research 4, no. 6 (June 27, 2016): 1–4. https://doi.org/10.70729/ijser15842.

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Pecivova, Veronika. "Preventing reality shock in future pre-school and primary school teachers." New Trends and Issues Proceedings on Humanities and Social Sciences 4, no. 8 (January 10, 2018): 171–75. http://dx.doi.org/10.18844/prosoc.v4i8.3028.

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Reality shock in pre-school and primary school teachers is a significant factor affecting beginning of careers of novice teachers. The purpose of the project of Ministry of Education Youth and Sports of the Czech Republic called ‘Preventing reality shock in future preschool and primary school teaches at the beginning of their career’is to prepare students of preschool and primary teacher education for the beginning of their teaching career and thus prevent reality shock once they become service teachers. One of the focuses of studies presented in the project covers topics related to health problems of children teachers will possibly have to cope with in their classes. The aim is to provide teacher education students with information, which can help them in their teaching practice. Setting relationship between health issues and education is important, as it raises awareness of possible impacts certain health conditions of children may have on their education. We want to focus on the problem from the perspective of teacher training. Keywords: Reality shock, preschool teacher education students, primary teacher education students, health conditions.

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Bloom, Lynn Z. "Finding a Family, Finding a Voice: A Writing Teacher Teaches Writing Teachers." Journal of Basic Writing 9, no. 2 (1990): 3–14. http://dx.doi.org/10.37514/jbw-j.1990.9.2.02.

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Dr., A. C. Lal Kumar. "TEACHER EFFECTIVENESS OF HIGHER SECONDARY TEACHERS." International Journal of Computational Research and Development 1, no. 1 (October 10, 2016): 66–69. https://doi.org/10.5281/zenodo.159965.

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Education is a nation building task and the process of education is largely lies in the hands of teacher. In the formal education system, infrastructure, finance and community support was provided by Government and stakeholders of education. But the process of molding the future citizens of India depends upon the quality of teacher. Effective teaching is a par excellence attribute of quality education. An effective teacher may be understood as one who helps in the development of basic skills, understanding, proper work habits, desirable attitude and value judgment. Teacher effectiveness concerns with these outcomes and the objectives of education. This study has the focus on the gap between the teacher effectiveness and quality education at secondary level. A sample of 300 higher secondary teachers from Vellore district has been selected for this study. Teacher Effectiveness Scale by Umme Dixit (1993).It is a five point scale and the reliability value of the tool was found as 0.89, and the validity was found to be 0.94. The data were analyzed for (i) gender (ii) type of management (iii) nature of school (iv) location of school and (v) marital status. The findings are the teacher effectiveness of higher secondary teacher’s shows that there is no significant difference with respect to the gender, type of management, nature of school, location of school and marital status.

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Ahmed, Md Meraz, Md. Rokonuzzaman, and Md Kamal Hossain. "Teacher Educators and Trainee Teachers' Attitude toward Online Teacher Education Courses." Jurnal Pendidikan 23, no. 2 (September 17, 2022): 78–90. http://dx.doi.org/10.33830/jp.v23i2.3333.2022.

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The purpose of the study was to explore the attitude toward Online Teacher Education Courses (OTECs). To that end, this study was carried out over the teacher educators and trainee teachers of Bangladesh Open University. Here, teacher educators represent the faculty members of the School of Education (SoE) of Bangladesh Open University (BOU), and trainee teachers represent the Master of Education (M.Ed.) and Bachelor of Education (B.Ed.) students of BOU. A mixed research approach with triangulation was used to conduct the study with a descriptive survey, two Focus Group Discussions (FGDs), and one key personnel interview. Data were collected from a total of 602 teacher trainees (182 were M.Ed. students and 420 were B.Ed. students) and 12 teacher educators, selected through multiple sampling techniques. The data revealed that the teacher educators and trainee teachers had a positive attitude towards online courses since the mean score of faculty members, M.Ed., and B.Ed. students of BOU were 3.60, 381, and 3.81, respectively. Considering all these aspects, this study suggested that SoE/BOU needs to decide rationally to shape its future Online Teacher Education Courses (OTECs). This research contributes to the basement of new knowledge through an explorative study with all the possible stakeholders covering the whole country of interest.

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Ban, Jae-Chun, Sun Kim, Chung Park, and HeeKyoung Kim. "Teachers’ Perceptions on the Teacher by Teacher Process fortified Assessment Policy." Journal of Curriculum and Evaluation 21, no. 3 (August 2018): 105–30. http://dx.doi.org/10.29221/jce.2018.21.3.105.

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Grundy, Shirley, and Elizabeth Hatton. "Teacher Educators, Student Teachers and Biographical Influences: implications for teacher education." Asia-Pacific Journal of Teacher Education 26, no. 2 (July 1998): 121–37. http://dx.doi.org/10.1080/1359866980260204.

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Smith, Kari. "Teacher educators’ expertise: what do novice teachers and teacher educators say?" Teaching and Teacher Education 21, no. 2 (February 2005): 177–92. http://dx.doi.org/10.1016/j.tate.2004.12.008.

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Malmberg, Lars-Erik. "Goal-orientation and teacher motivation among teacher applicants and student teachers." Teaching and Teacher Education 22, no. 1 (January 2006): 58–76. http://dx.doi.org/10.1016/j.tate.2005.07.005.

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