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Artykuły w czasopismach na temat „Teacher”

Autor: Grafiati

Data publikacji: 4 czerwca 2021

Data aktualizacji: 25 lipca 2025

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1

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 (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

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Goodson, Ivor F. "Sponsoring the Teacher's Voice: teachers' lives and teacher development." Cambridge Journal of Education 21, no. 1 (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 (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 tea

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5

Feiman-Nemser, Sharon. "Teachers as Teacher Educators." European Journal of Teacher Education 21, no. 1 (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 (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 (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 (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 vita

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9

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

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<em>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

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10

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 (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 conside

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11

Jubaidah, Siti. "EVALUASI PENGAJARAN GURU BAHASA ARAB DI MAN III RAWASARI JAKARTA PUSAT." Al-Ma'rifah 12, no. 01 (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 t

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12

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 (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, teacher

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13

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

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14

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

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15

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 (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 attitu

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17

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 (2017): 363–79. http://dx.doi.org/10.1080/13603124.2016.1274785.

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18

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

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19

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

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20

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

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21

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

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22

Feng, Li, and Tim R. Sass. "Teacher Quality and Teacher Mobility." Education Finance and Policy 12, no. 3 (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 effectiven

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23

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 (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 d

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24

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 (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 interv

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25

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 (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 int

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26

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

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<p>This study aims to describe the planning, supervision, role, and actions of a school principal in developing teacher professionalism at SMP Negeri 10 in Tanjung Balai. This research follows qualitative research methods, and the triangulation technique is used to obtain the data through observation, interviews, and document studies. The results of this study indicate that the planning carried out by the principal is to create criteria for the acceptance of new staff, to create a teacher work program per quarter, and to save school funds. The supervision carried out is formative and sum

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27

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 (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 (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 (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 (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 (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 (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 (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 (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

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36

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 acros

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37

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 te

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38

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 (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. T

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39

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 (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 T

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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 (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 pro

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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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Lenka, S. K. "Pupil Teachers’ Attitude towards Teacher Eligibility Test (TET)." Journal of Advances and Scholarly Researches in Allied Education 15, no. 5 (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 (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 thes

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

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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 (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 concer

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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 (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

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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 (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 (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 (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 (2006): 58–76. http://dx.doi.org/10.1016/j.tate.2005.07.005.

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