Статті в журналах: "Student teachers Victoria Attitudes"

1

Tangalakis, Kathy, Kate Kelly, Natalie KonYu, and Dianne Hall. "The impact of teaching from home during the covid-19 pandemic on the student evaluations of female academics." Journal of University Teaching and Learning Practice 19, no. 1 (March 8, 2022): 160–75. http://dx.doi.org/10.53761/1.19.1.10.

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Student Evaluation of Teaching (SET) results play an important role in academic staff performance evaluation, but also in promotion processes. However, there is much evidence to suggest that the SET used in most universities across the Anglosphere has traditionally penalised female academics. As universities manage the recovery phase of the COVID-19 pandemic, they will also need to take into account the effect of remote teaching on the validity of student evaluation data. Given SET are critical to promotion success, it is important to then understand the gendered effect of remote teaching on student evaluations. We aimed to evaluate how intrusions of family life, academics’ home environment and competence with remote teaching technology of female academics were viewed by students and if there were noticeable differences in SET data. We analysed 22,485 SET data over 2019 (pre-COVID, face-to-face teaching) and 2020 (COVID-lockdowns, remote teaching) for female and male academics, matched with student gender, in the multidisciplinary First Year College at Victoria University, Melbourne Australia. Our results showed that there were no differences in the score ratings for teacher gender. However, the qualitative data showed that whilst overall there were overwhelmingly positive comments for both male and female teachers, there was an increase in the negative comments on teaching style by male students toward their female teachers during remote teaching and overall more comments relating to attitude. We speculate that this would have a negative impact on the confidence of teaching-intensive female academics hindering their leadership aspirations and career progression in academia.

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Hu, Hengzhi, and Feifei Huang. "Application of Universal Design for Learning into Remote English Education in Australia amid COVID-19 Pandemic." International Journal on Studies in Education 4, no. 1 (April 18, 2021): 55–69. http://dx.doi.org/10.46328/ijonse.59.

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Confronted with the challenges posed by COVID-19 pandemic, students, teachers, educators and other stakeholders have to make the best of online learning from home and look at ways of optimizing remote learning experience. Embedded in the nature of inclusive schooling and organized in a specific public secondary school in Victoria, Australia, this study explores the effectiveness of Universal Design for Learning (UDL) on English as an additional language (EAL) students’ online learning proficiency. The research findings indicate that in the discipline of EAL, with the assistance of multiple means of representation, expression and engagement as well as a range of information-communication technologies (ICTs), UDL has positive effects on students’ academic performance and can trigger their positive attitudes towards online learning experience. This sheds light on the feasibility of improving remote learning quality and promoting inclusive online schooling that engages every student via the implementation of UDL integrated with different assistive technologies, which can be summarized as that UDL is one of the possible solutions to online learning that affords ample opportunities or more precisely, technical promises for the implementation of UDL.

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3

Errington, Edward. "Role Playing and Environmental Issues." Australian Journal of Environmental Education 7 (January 1991): 1–15. http://dx.doi.org/10.1017/s0814062600001828.

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I wish to make clear from the outset that I am not an environmental educator and therefore do not claim to be steeped in particular contemporary issues. I am aware of environmental concerns from a generalist viewpoint, one which I share with primary teachers expected to deliver environmental educational policy in practice. As an educator and researcher in the area of arts education, I frequently apply role playing methodologies to a range of curriculum areas focusing on human issues and would like to share some insights into its specific application to environmental education. I also wish to state that I have a particular interest in developing a socially critical approach to educational issues, so that the use of role play is coloured by this stance.I have examined a number of policy statements which attempt to influence the content and teaching approaches to environmental education in schools. The Victorian Ministry of Education (1990) Environmental Education makes reference to the importance of student/teacher attitudes, beliefs and dispositions in the social construction of environmental education. Role play deals ‘up front’ with the dispositions of all participants, and thus would seem an ideal vehicle for investigating the human aspects of learning for the environment. The Victorian document (1990: p. 11) further makes clear the approaches teachers should adopt when realising environmental education in practice. Approaches to environmental education should be ‘based on real problems’, ‘clarify values’, be ‘socially critical’ and ‘action oriented’, and also ‘involve students working together in groups’. I wish to demonstrate how this cluster of recommended approaches can be met through the use of role play.The paper has two intentions: The first is to discuss how role play can facilitate recommended environmental education in theory. The second is to show how these ideas may be practically realised during the investigation of a selected issue.

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Tatnall, Arthur. "Computer education and societal change." Information Technology & People 28, no. 4 (November 2, 2015): 742–57. http://dx.doi.org/10.1108/itp-09-2014-0202.

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Purpose – It is widely acknowledged that the computer has caused great societal changes over recent years, but the purpose of this paper is to relate specifically to those due to the use of computers in education and teaching about computing. The adoption and use of computers in education was very much a socio-technical process with influence from people, organisations, processes and technologies: of a variety of human and non-human actors. Design/methodology/approach – This paper makes use of actor-network theory to analyse these events and their educational and societal impact. Data were collected from published sources, interviews with those involved at the time, discussions and from personal experience and observations. Findings – Computers have, of course, had a huge impact on society, but particularly in relation to the use of computers in school education there was a different societal impact. Some of this related directly to education, some to school administration and some to student attitudes, experiences and knowledge. Research limitations/implications – The paper investigates the development of early courses in computing in universities and schools in Victoria, Australia. The paper does not, however, consider the use of computers in university research, only in education. Practical implications – The paper describes the significant educational events of the era from punch-card tabulating machines in the 1930s to micro-computers in the late 1980s, and investigates the relationship between the development of courses in the Universities and those in the more vocationally oriented Colleges of Advanced Education. It examines whether one followed from the other. It also investigates the extent of the influence of the universities and CAEs on school computing. Social implications – The advent of the computer made a significant impact on university and school education even before the internet, Google, Wikipedia and smart phones in the late 1990s and 2000s. Computers in schools cause a rethink of how teaching should be handled and of the role of the teacher. Originality/value – This paper investigates the history of computers and education in both universities and schools in Victoria, Australia over the period from the 1930s to the early 1990s. It considers how and why this technological adoption occurred, and the nature of the resulting educational and societal change this produced. Primary and High School use of computers did not commence until the 1970s but prior to this there is a considerable and interesting history associated with the development of Higher Education courses relating to computing.

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5

Martens, Fred L. "Selection of Physical Education Students and Success in Student Teaching." Journal of Teaching in Physical Education 6, no. 4 (July 1987): 411–24. http://dx.doi.org/10.1123/jtpe.6.4.411.

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This is an extension of a 1977 study on the effectiveness, in terms of success in student teaching, of a process for screening students for a physical education teacher preparation program. Preentry data including interview ratings, secondary school GPAs, and skill and fitness scores, as well as postentry data including university GPAs, were correlated with student teaching ratings (STRs) on a total of402 graduates between 1967 and 1983 at the University of Victoria. In the 1986 study, in addition to the correlations, ANOVAs were computed. The correlation matrix revealed significant but low positive correlations between secondary GPAs and university GPAs generally, and between STR and 3rd-, 4th-, and 5th-year GPA, respectively. ANOVAs revealed no significant differences in achieved STRs between interview categories, teaching attitude categories, or the four levels of entering GPAs. The only predictive power of preentry data was exhibited by entering GPA in presaging academic attainment in the 5-year program. In general, no preentry data were helpful in predicting teaching success.

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6

Young, Tricia. "Student Teachers' Attitudes Towards Science (STATS)." Evaluation & Research in Education 12, no. 2 (April 1998): 96–111. http://dx.doi.org/10.1080/09500799808666934.

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Vukelić, Nena, and Nena Rončević. "Student Teachers’ Sustainable Behavior." Education Sciences 11, no. 12 (December 2, 2021): 789. http://dx.doi.org/10.3390/educsci11120789.

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This study contributes to the understanding of student teachers’ sustainable behaviors. (Future) teachers are perceived as models of social learning as they model desirable behavior, attitudes, values, and emotions while living and demonstrating a pro-sustainable lifestyle. Therefore, it is essential to understand which personal variables, aptitudes, and psychological benefits predispose them towards a pro-sustainable lifestyle. This study’s intent was to consider components that can affect sustainable actions such as psychological tendencies (e.g., attitudes, motives, beliefs, values, norms) and consequences (e.g., well-being or happiness) associated with sustainable actions. This study’s main objective was to test the sustainable behavior model on a sample of student teachers. A total of 496 student teachers participated in the study. The results analyzed by SEM indicate that student teachers’ sustainable behavior is directly predicted by their intention to act, which is both positively and significantly influenced by indignation and affinity towards diversity. Additionally, sustainable behaviors slightly (but statistically significantly) predict the self-assessment of happiness. These findings contribute to a better general understanding of sustainable behaviors’ antecedents and repercussion variables, especially within a student teacher population.

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8

Camilleri, Patrick, Bård Ketil Engen, Ove Edvard Hatlevik, Juan Carlos Colomer Rubio, and Héctor Hernández Gassó. "Student teachers and their attitudes towards ICT." Nordic Journal of Comparative and International Education (NJCIE) 5, no. 4 (November 30, 2021): 38–52. http://dx.doi.org/10.7577/njcie.4207.

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This paper explores the attitudes that student teachers in Malta, Norway, and Spain convey to digital technologies in formal educational settings as they start the 1st semester. A number of studies look at educational inclinations and employment of digital technologies (Granić & Marangunić, 2019; Ritter, 2017; Scherer & Teo, 2019). We have chosen to examine student teachers’ attitudes towards the professional use of digital technologies within a pedagogical framework. In this respect, a comparative qualitative analysis of one open-ended question that forms part of a more extensive questionnaire distributed to all participants is considered. The employed analytical lens subsequently centres on four concepts: ‘adaptability’, ‘creativity’, ‘critical thinking’, and ‘understanding of technology’. In this regard, our findings support arguments for asserting ‘attitude’ as a kind of teacher-specific digital competence for guiding their practice. We conclude by suggesting our analytical framework as a potential point of initiation for further development to understand attitudes as forming part of teachers’ specific digital competencies within teacher education and professional practice.

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9

Ward, James, and Löick Le Déan. "Student Teachers’ Attitudes Towards Special Education Provision." Educational Psychology 16, no. 2 (June 1996): 207–18. http://dx.doi.org/10.1080/0144341960160209.

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10

Baar, Robert. "ATTITUDES OF GERMAN STUDENT TEACHERS ON INCLUSION." Journal of Research in Special Educational Needs 16 (August 2016): 225–28. http://dx.doi.org/10.1111/1471-3802.12143.

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Oliver, Rhonda, and Haig Yvonne. "Teacher perceptions of student speech." Australian Review of Applied Linguistics 28, no. 2 (January 1, 2005): 44–59. http://dx.doi.org/10.1075/aral.28.2.04oli.

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Abstract This study reports on teachers’ attitudes towards their students’ speech varieties of English. A sample of 172 primary, district high and secondary teachers in Western Australian schools was surveyed on their attitudes towards language variation and towards their students’ use of specific English variants. The teachers were found to have generally conservative attitudes, particularly with regard to their students’ use of non-standard features. These features were also associated with falling language standards. The impact of the teacher background factors of gender, age, level of teaching qualification, teaching experience and professional development on attitudes was also considered. However, only teacher qualifications and length of experience were found to be significant and this influence was restricted to attitudes towards language varieties. Such findings have important implications for speakers of non-standard sociolects who would tend to use these features more often. It is of particular concern where teachers associate the use of non-standard varieties with lower academic ability as has been found in other research. The findings suggest that teachers need to understand the relationships between standard and non-standard varieties, written and spoken forms, formal and informal registers, and developmental and non-standard features.

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12

Williamson, Kirsty. "Independent Learning and the Use of Resources: VCE Australian Studies." Australian Journal of Education 39, no. 1 (April 1995): 77–94. http://dx.doi.org/10.1177/000494419503900106.

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Independent learning and the use of resources are important to most, if not all, Victorian Certificate of Education subjects. This paper reviews the literature on independent learning, preference for resources and the teaching of information skills and then reports on a study carried out during 1990 which focused on the VCE subject, Australian Studies. The study included an examination of attitudes of teachers to independent learning, the use of resources by students and teachers and the level of students' information skills. A significant finding was that many students were not competent in using resources and few teachers were trained in teaching information skills. Information skills teaching was ad hoc and only limited moves had been made to integrate it into the curriculum on a co-ordinated, whole-school basis.

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13

Chambless, Martha S., and Jo Ann F. Bass. "Effecting changes in student teachers' attitudes toward writing." Reading Research and Instruction 35, no. 2 (December 1995): 153–59. http://dx.doi.org/10.1080/19388079509558204.

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14

Campbell, Jennifer, Linda Gilmore, and Monica Cuskelly. "Changing student teachers’ attitudes towards disability and inclusion." Journal of Intellectual & Developmental Disability 28, no. 4 (December 2003): 369–79. http://dx.doi.org/10.1080/13668250310001616407.

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15

Joshua, Monday, and Akon Joshua. "Attitudes of nigerian secondary school teachers to student evaluation of teachers." Teacher Development 8, no. 1 (March 1, 2004): 67–80. http://dx.doi.org/10.1080/13664530400200227.

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16

Hsien, Michelle, P. Margaret Brown, and Anna Bortoli. "Teacher Qualifications and Attitudes Toward Inclusion." Australasian Journal of Special Education 33, no. 1 (August 1, 2009): 26–41. http://dx.doi.org/10.1375/ajse.33.1.26.

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AbstractThe inclusion of children with disabilities into the regular education classroom has resulted in many studies on teacher attitudes. Current research has examined teacher beliefs about inclusion, their concerns, and issues pertaining to their ability to cater effectively for children with disabilities in their classrooms. Despite this, there appears to be little research investigating potential associations between teacher attitudes and beliefs toward inclusion, their education levels, and teacher training. This study investigated the attitudes and beliefs of 36 general and special education/early intervention teachers in Victoria. Results of the study show that teachers with higher educational qualifications in special education were more positive about inclusion.

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17

Pasino, Sukmawari, and Elihami Elihami. "Problems of Teachers in Providing Assessments of Students' Attitudes in the Learning Process." Mahaguru: Jurnal Pendidikan Guru Sekolah Dasar 2, no. 2 (November 3, 2021): 140–45. http://dx.doi.org/10.33487/mgr.v2i2.3074.

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This study aims to find out how teachers assess student attitudes, teacher difficulties in assessing student attitudes, and the efforts made by teachers in overcoming difficulties in assigning values to students' attitudes in the learning process based on the 2013 curriculum in elementary school. Research subjects as six teachers were selected using the purposive sampling technique. The approach used in this research is a qualitative approach with a descriptive type of research. Data collection techniques use observation and interviews. The data were analyzed using inductive logic, namely from specific to general. The conclusions of this study indicate that the teacher provides an assessment of student attitudes in the learning process based on the 2013 curriculum in elementary school by observing or making direct observations of students' attitudes during the learning process. The difficulty of teachers in assessing student attitudes in the learning process based on the 2013 curriculum in elementary schools in the limited time, the large number of students in one class, and the difficulty in directing students to instill good attitudes following learning objectives. Efforts made by teachers in overcoming difficulties in assigning grades to students' attitudes in the learning process based on the 2013 curriculum in elementary schools are by discussing with parents of students, coordinating with other teachers, and asking other students to get detailed information.

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Markova, Zarina. "FUTURE EFL TEACHERS’ ATTITUDES TOWARDS SELF-ASSESSMENT." Ezikov Svyat volume 18 issue 2, ezs.swu.v18i2 (June 30, 2020): 64–72. http://dx.doi.org/10.37708/ezs.swu.bg.v18i2.8.

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A widely recognised goal of tertiary education is to provide conditions for developing students into ‘reflective practitioners’ who can critically evaluate their own professional knowledge and skills. Although research has accumulated evidence for the benefits of self-assessment for increasing student engagement, promoting self-reflection and improving learning outcomes in the English language classroom, student reactions to the implementation of self-assessment techniques in the academic disciplines of language teachers’ preparation programmes have not been sufficiently explored. This article first discusses the characteristics of fifty-seven student teachers’ self-assessment of their involvement in the learning process, and of their learning outcomes. Then, it reports on the findings of a small-scale survey that aims to examine perceptions of their academic performance, and on the use of self-assessment as a tool to boost their involvement. Despite respondents’ insufficient experience with self-assessment techniques, the survey results indicate generally positive attitudes towards this form of evaluation. While the majority of the respondents consider self-assessment beneficial for their personal and professional growth, and recognise its motivational capacity and potential for fostering autonomy and self-discipline, they admit objective self-assessment requires more practice to avoid the influence of personal feelings and beliefs, and of tutor’s expectations. The article concludes with a discussion of the practical implications of the survey findings.

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Denessen, Eddie, Nienke Vos, Fred Hasselman, and Monika Louws. "The Relationship between Primary School Teacher and Student Attitudes towards Science and Technology." Education Research International 2015 (2015): 1–7. http://dx.doi.org/10.1155/2015/534690.

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This study focuses on the effects of teachers’ attitudes towards teaching about science and technology on student attitudes towards science and technology. A one-year longitudinal study involving 91 teachers and 1822 students from the higher years of Dutch primary schools showed that students develop less positive attitudes towards science and technology during their primary school years and that girls showed less positive attitudes than boys. Female teachers showed less positive attitudes towards teaching about science and technology than male teachers. Girls appeared to be susceptible of their teacher’s attitudes and especially developed less positive attitudes when their female teacher showed less enthusiasm for teaching science and technology. Implications for teacher education and teacher recruitment are discussed.

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20

Stuart, Heather. "Teachers’ Perceptions of Student Behaviours: a study of NSW secondary teachers’ attitudes." Educational Psychology 14, no. 2 (January 1994): 217–32. http://dx.doi.org/10.1080/0144341940140206.

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Sharma, Bhaugeerutty Vinod. "Department Self-Esteem and Attitudes towards Student Evaluations of Teachers." Human Resource Research 1, no. 1 (June 5, 2017): 1. http://dx.doi.org/10.5296/hrr.v1i1.11351.

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Evaluation is an important part of education process at school. It plays a significant role in the development of school culture. This document deals with the terms connected with the evaluation process in teaching. It studied department self-esteem and attitudes towards student’s evaluations of teaching in Mauritian secondary schools. The aim was to examine their opinions and attitudes to evaluation. Furthermore, the researcher tried to identify variables which could be linked to positive or negative attitudes towards evaluation. After several years of teaching experiences the researcher has tried to connect educators’ attitudes towards evaluation in their classrooms, whereas other examined factors showed no significant differences in educators’ attitudes.

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Robertson, John. "Teaching Controversial Issues: The Attitudes of Student Primary Teachers." Citizenship, Social and Economics Education 3, no. 1 (March 1998): 36–49. http://dx.doi.org/10.2304/csee.1998.3.1.36.

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Guidelines for Scottish schools have little to say on the value or otherwise of controversy as a criterion for the selection of topics for teaching. By contrast, the authors of the recently published advisory report on citizenship education for schools in England and Wales and many writers in academic and pedagogical journals are enthusiastic about the importance of such topics as a means to developing democratic citizenship. This study sought to establish the views of beginning teachers in South-west Scotland. Eighty-seven final-year student teachers for the 5–12 age range took part in the study over a period of two years. The data gathered reveal considerable variety in responses but a clear rejection of issues involving personal, face-to-face violence by contrast with zealous enthusiasm for teaching using issues of perhaps equally tragic consequences but of a more impersonal nature such as famine or pollution-associated disease. The potentially explanatory variables - chronological and spatial or geographic distance - were helpful in understanding some choices but the presence of other variables made interpretation extremely complex and uncertain.

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23

Forman, David W. "How Does Using Technology Affect Student Attitudes About Teachers?" Computers in the Schools 13, no. 1-2 (June 18, 1997): 53–60. http://dx.doi.org/10.1300/j025v13n01_06.

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Click, J. William, Lillian Lodge Kopenhaver, and Larry Hatcher. "Attitudes of Principals and Teachers toward Student Press Freedom." Journalism Educator 48, no. 1 (March 1993): 59–70. http://dx.doi.org/10.1177/107769589304800108.

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Völlinger, Vanessa A., and Marina Supanc. "Student teachers’ attitudes towards cooperative learning in inclusive education." European Journal of Psychology of Education 35, no. 3 (September 2, 2019): 727–49. http://dx.doi.org/10.1007/s10212-019-00435-7.

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Lowe, John, Xiaodong Lin, and Mairtin Mac an Ghaill. "Student–parent attitudes toward Filipino migrant teachers in Indonesia." Asian and Pacific Migration Journal 25, no. 3 (July 24, 2016): 223–44. http://dx.doi.org/10.1177/0117196816654096.

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Gwernan-Jones, Ruth, and Robert L. Burden. "Are they just lazy?Student teachers' attitudes about dyslexia." Dyslexia 16, no. 1 (February 2010): 66–86. http://dx.doi.org/10.1002/dys.393.

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Misdi, Misdi. "E-PORTFOLIO AS AN AUTHENTIC LEARNING ASSESSMENT IN A RESPONSE TO COVID-19 OUTBREAK IN INDONESIAN HIGHER EDUCATION: TOWARD CRITICAL STUDENT-WRITERS." Research and Innovation in Language Learning 3, no. 2 (June 1, 2020): 158. http://dx.doi.org/10.33603/rill.v3i2.3565.

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This report, a part of a larger study, describes a case study investigating university educators who struggled in empowering student-teachers that aimed to promote critical writing awareness. This study aimed at revealing phenomenon of edmodo-based e-portfolio as an alternative authentic assessment for empowering student teachers in the covid-19 outbreak in Indonesia. Twenty-five out of seventy-eight student teachers in teacher college in Indonesia voluntarily participated in the study. For the data, the student teachers were observed during their writing completion to assess their writing as well as their critical arguments. At the end of the first writing project, they were interviewed to reveal their attitudes towards the projects. Three main findings were reported, i.e. their writing skill improvement, attitudes, and critical writing. Overall, the findings show that edmodo-based portfolio provides graphic of students’ writing performance as authentic writing assessment and perceives positive attitudes from the student teachers. In addition, students’ critical writing awareness is also developed

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Al rwahi, Nasser, and Suliman Al Balushi. "The effect of the teacher preparation program in the College of Education on student teachers' acquisition of professional competencies in relation to their attitudes towards the teaching profession." Journal of Educational and Psychological Studies [JEPS] 5, no. 2 (December 1, 2011): 54–75. http://dx.doi.org/10.53543/jeps.vol5iss2pp54-75.

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The aims of the current study were to measure student teachers' acquisition level of professional competencies from their point of view, to determine the most influential elements of the teacher preparation program on the acquisition of these competencies, and to study the relationship between the acquisition of these competencies and the student teachers' attitudes towards the teaching profession. The sample included ١٦٧† student teachers in the College of Education at Sultan Qaboos University. Two instruments were designed: one to measure the professional competencies and other to measure the attitudes towards the teaching profession. The two instruments were uploaded on the internet for the purpose of data collection. The results showed that in the view of student teachers, the teaching competencies were most important with the highest ranking, and the evaluation competencies came last. Regarding the most influential elements of the teacher preparation program, the teaching practicum came first, then the curriculum and instruction courses, and then the psychology courses. Also, from the student teachers' point of view, the level of influence the foundation and administration courses was weak. The females outperformed males in preparation and teaching competencies. However, there were no significant differences among the means of the competencies or in the overall means. The females also displayed more positive in attitudes towards the teaching profession. In general, the student teachers' attitudes towards teaching were moderate; however, the relationship between the acquisition of the professional competencies and the attitudes towards the teaching profession was statistically significant.

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Al rwahi, Nasser, and Suliman Al Balushi. "The effect of the teacher preparation program in the College of Education on student teachers' acquisition of professional competencies in relation to their attitudes towards the teaching profession." Journal of Educational and Psychological Studies [JEPS] 5, no. 2 (December 1, 2011): 54. http://dx.doi.org/10.24200/jeps.vol5iss2pp54-75.

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Анотація:

The aims of the current study were to measure student teachers' acquisition level of professional competencies from their point of view, to determine the most influential elements of the teacher preparation program on the acquisition of these competencies, and to study the relationship between the acquisition of these competencies and the student teachers' attitudes towards the teaching profession. The sample included ١٦٧† student teachers in the College of Education at Sultan Qaboos University. Two instruments were designed: one to measure the professional competencies and other to measure the attitudes towards the teaching profession. The two instruments were uploaded on the internet for the purpose of data collection. The results showed that in the view of student teachers, the teaching competencies were most important with the highest ranking, and the evaluation competencies came last. Regarding the most influential elements of the teacher preparation program, the teaching practicum came first, then the curriculum and instruction courses, and then the psychology courses. Also, from the student teachers' point of view, the level of influence the foundation and administration courses was weak. The females outperformed males in preparation and teaching competencies. However, there were no significant differences among the means of the competencies or in the overall means. The females also displayed more positive in attitudes towards the teaching profession. In general, the student teachers' attitudes towards teaching were moderate; however, the relationship between the acquisition of the professional competencies and the attitudes towards the teaching profession was statistically significant.

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M. Villacrusis, Ephraim. "STUDENT ATTITUDES AND BEST PRACTICES ON SCIENCE PERFORMANCE-BASED ASSESSMENT." International Journal of Advanced Research 9, no. 03 (March 31, 2021): 749–68. http://dx.doi.org/10.21474/ijar01/12640.

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Performance â€“based science assessments provide students with valuable experiences and opportunities to improve students learning. Understanding the attitude of both teachers and students is an important aspect to design suitable performance-based assessment to ensure quality science education. Thus, this study was crafted to determine the teachers and students attitude towards performance-based science assessment and best practices of teachers. This descriptive survey explored the attitude of teachers and students about performance â€“ based assessment. While, Mann-Whitney U test was used to analyzed the significant difference between the teachers and students attitude towards science performance â€“ based assessment. Findings, suggest that students viewed the test performance positively in terms of grading the students fairly in getting good marks in science. While science teachers, believe that class presentations provide opportunities for students, to demonstrate their ability and knowledge during science discussion. Mann-Whitney U test indicates a mismatched between the teachers and students attitude on the performance-based science assessments. While, best practices of science teachers on science performance â€“based assessment are focused on student-centered activities such as simulation, student journals, exhibits, debates, community based project, project based learning, presentation of science investigatory project, and open-ended questions. Thus, it is necessary for the schools to strengthens the teachers professional development especially in the development and innovations of effective science performance-based assessment tool in order to increase learners achievement. It is also necessary to strengthens students understanding about the role and importance of the different science performance task implored by the teacher.

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Ilhan, Nail. "The Effect of Research Evidence-Based Teaching Practices in Science Classrooms on Student Teachers' Attitudes towards Educational Research." Journal of Science Learning 4, no. 4 (August 9, 2021): 316–26. http://dx.doi.org/10.17509/jsl.v4i4.32025.

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Research in the field of education plays a pivotal role in developing evidence-based practices in teaching and improving the quality of education. However, research conducted in recent years has highlighted the unwillingness of teachers to benefit from scientific studies. This study set out to assess whether Research Evidence-Based Practices in Science Teaching (EBPST) influences the teaching practices of student teachers and their attitudes towards education research. Mixed methods research design was used in this study. The study was conducted through Quasi-experimental methods and focus group interviews. The data were collected with the "Teachers Attitude Scale towards Educational Research (TASTER)" and focus group interviews. Participants of the study included 106 third-year undergraduate student teachers. The experimental group applied EBPST during their teaching, while the control group applied existing traditional teaching at primary schools. The Quantitative findings showed that student teachers in the experimental group had significantly increased positive attitudes towards educational research when compared with student teachers in the control group. In addition, qualitative findings revealed that several factors negatively and positively influence the understanding and use of educational research for student teachers on the applicability of EBPST. Considering the results of this study, student teachers' EBPST effect on improving their attitudes, understanding, and the use of educational research in teaching.

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Draghicescu, Luminita Mihaela, Iole Marcozzi, and Ioana Stăncescu. "Teachers` Perceptions and Attitudes Regarding ESL." Revista Romaneasca pentru Educatie Multidimensionala 13, no. 1 (March 16, 2021): 96–113. http://dx.doi.org/10.18662/rrem/13.1/362.

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Early school leaving has important social and economic implications. Young people who leave school prematurely are predisposed to the risk associated with unemployment or small gains when they find a job. The estimates related to the competences required in Europe show that, in the future, only one in ten jobs will be accessed by a person who has left school early. Taking into account the importance of understanding this phenomenon, in order to reduce it, we`ve done a research to identify teachers` perceptions and attitudes regarding ESL. The research of the ESL phenomenon, from the perspective of its causes, in particular the causes associated with the school environment, has circumscribed two types of approaches: a quantitative approach, achieved through the elaboration and administration of a questionnaire addressed to teachers and a quaclitative approach based on designing and conducting focus-groups with teachers. Dimensions explored in our research were: communication/interpersonal/pedagogical competences; main causes of conflictual relations with students and solving strategies used; challenges in daily work with students; representations/beliefs of the factors which can increase student commitment and student motivation; causes of the ESL; school strategies to prevent ESL; teaching methods used to prevent the school disengagement. The results obtained demonstrated that teachers have a wide range of perceptions and attitudes regarding ESl, especially regarding the causes associated with the school environment. Some of them consider that ESL is not caused by school related factors, others consider that this factors may occur, but they don`t have power to reduce their action.

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Kiliç, Durmuş. "Changes in Democratic Attitudes of Trainee Teachers Over Time." Social Behavior and Personality: an international journal 38, no. 9 (October 1, 2010): 1211–18. http://dx.doi.org/10.2224/sbp.2010.38.9.1211.

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The purpose in this study was to investigate the democratic attitudes of prospective teachers in line with certain variables. The study was carried out with 233 randomly selected teacher trainees during the 2005-2006 academic year. A democratic attitude scale was applied to student teachers while they were freshmen in 2002 and seniors in 2005. Results showed that democratic attitudes of the student teachers did not change over time.

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Alshawi, Areej T., and Yousif A. Alshumaimeri. "Teacher Electronic Portfolio and its Relation to EFL Student Teacher Performance and Attitude." International Journal of Education and Literacy Studies 5, no. 1 (January 31, 2017): 42. http://dx.doi.org/10.7575/aiac.ijels.v.5n.1p.42.

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E-portfolio is a promising approach to develop teachers into reflective practitioners who show that they can adapt to new technologies, new criteria, and new environments. The current research explored the quality of EFL student teachers’ e-portfolios and their attitudes towards using them. The research was conducted on 30 EFL female student teachers at Princess Noura bint Abdulrahman University, Saudi Arabia. The participants were engaging in practical training at schools and reflecting their skills and experiences in their e-portfolios. This research posed further questions about the relationships between the quality of EFL student teachers’ e-portfolios, their attitudes towards using them and their teaching performance. In order to explore the possible answers, the participants’ teaching performance were observed, their e-portfolios were evaluated by a rubric, and a 24-item questionnaire was administered to them. The results proved high proficiency level of the EFL student teachers’ e-portfolios and positive attitudes towards using e-portfolios among EFL student teachers. Furthermore, the results denoted a statistically significant positive relationship between the quality of EFL student teachers’ e-portfolio and their teaching performance. The results of this study may encourage policy makers to integrate the idea of e-portfolio and reflection as an effective component in teacher education and development.

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Çalık, Muammer, Neslihan Ültay, Ali Kolomuç, and Ayşe Aytar. "A cross-age study of science student teachers' chemistry attitudes." Chemistry Education Research and Practice 16, no. 2 (2015): 228–36. http://dx.doi.org/10.1039/c4rp00133h.

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The aim of this study is to investigate the effects of some variables (gender and year of study) on science student teachers' (SSTs) chemistry attitudes. An adapted version of Chemistry Attitudes and Experiences Questionnaire was administered to 983 SSTs drawn from four different universities in the region of Eastern Black Sea, Turkey. Significant differences between genders' mean scores of the CAEQ indicate that the females somewhat develop stronger positive attitudes towards chemistry than do the males. Furthermore, because the first year of the study generally had the highest mean scores of the three subscales of the CAEQ, it can be deduced that tertiary education lacks improving the SSTs' positive chemistry attitudes to a satisfied level and/or a large effect size. Hence, its attitudinal quality should be intimately inquired.

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Syring, Marcus, Teresa Tillmann, Sabine Weiss, and Ewald Kiel. "Do Open-Minded Student Teachers Have More Favorable Attitudes Towards Different Dimensions of Heterogeneity?" Journal of Educational and Developmental Psychology 8, no. 1 (March 20, 2018): 133. http://dx.doi.org/10.5539/jedp.v8n1p133.

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The present study aims at investigating student teachers’ attitudes towards heterogeneity, which represent one part of teachers’ profession and determine future teacher action. Particularly, it addresses research gaps regarding the relationship between attitudes and personality traits such as the Big Five, which are also important in the field of teacher professionalism. Through confirmatory factor analysis, the validity of an existing measurement instrument of attitudes was verified in a sample with 294 student teachers. Personality traits represented significant predictors of some of the attitudes measured, but were only able to explain relatively little variance. Practical implications for teacher training are discussed.

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Glock, Sabine, Tobias Baumann, and Hannah Kleen. "German Teachers’ Implicit and Explicit Attitudes Toward Female and Male Muslim Students and Reactions to Social Exclusion." Social Psychology 53, no. 3 (May 2022): 178–83. http://dx.doi.org/10.1027/1864-9335/a000489.

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Abstract. Research has shown negative teachers’ attitudes toward ethnic minority students, who – in Germany – often belong to Islam which is stereotypically associated with traditional gender roles. So far, neither implicit attitudes nor the role of student gender have been investigated in this context. Among a sample of 136 teachers, we assessed implicit attitudes toward Muslim students in relation to Christian students using an Implicit Association Test. Implicit and explicit attitudes were less positive toward male than toward female Muslim students. After reading a social exclusion scenario, teachers were asked how they would react. Teachers’ reactions depended on the religion and the gender of the student. Our study implies that Islam might be part of the disadvantages ethnic minority students experience in school.

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Christina, A. Daisy. "ATTITUDE OF TET AMONG B.ED. STUDENT-TEACHERS." International Journal of Research -GRANTHAALAYAH 4, no. 5SE (May 31, 2016): 18–21. http://dx.doi.org/10.29121/granthaalayah.v4.i5se.2016.2710.

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Teacher Eligibility Test is an Indian entrance examination for teachers. The test is mandatory for getting teaching jobs in government schools from Class 1 to Class 8. Paper 1 is meant for teachers opting for Class 1 to Class 5 and Paper 2 for Class 6 to Class 8. It is conducted by both Central government and State governments in India. Most states conduct their own TET. The present study focused on the positive and negative attitudes towards TET examination. For this purpose, this research was conducted with 500 student teachers in survey method. A self-made tool consists of 27 items. The findings of this study brought into light some vital reasons behind the attitudes exhibited by the teachers regarding TET, was mainly due to the importance of TET, its necessity, and the problems faced by the teachers while attending TET. On the basis of the findings it is suggested that, as the test is mandatory for getting teaching jobs in government schools, all the opportunities, resources and facilities should be given to the student teachers during their B.Ed. course for their professional development and to fulfill and achieve educational goals. It is necessary to ensure teachers with the essential aptitude and ability to meet the challenges of teaching at the primary and upper primary level.

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Kurt, Hakan. "TURKISH STUDENT BIOLOGY TEACHERS' CONCEPTUAL STRUCTURES AND SEMANTIC ATTITUDES TOWARDS MICROBES." Journal of Baltic Science Education 12, no. 5 (October 25, 2013): 608–39. http://dx.doi.org/10.33225/jbse/13.12.608.

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The aim of the current study is to investigate student biology teachers' cognitive structures related to "microbe". The mixed research design was applied in this study. The data were collected from 44 student biology teachers. The free word-association test, the drawing-writing technique and the semantic differential attitude scale were used as data collection instruments. The data were subject to content analysis and divided into categories through coding. With the help of these categories, the cognitive structures of student biology teacher were explained. These categories were determined as definition of microbes, microbial variety and activity, immunity. It was determined that student biology teachers' semantic attitudes towards microbe were at a neutral level in terms of mean scores of all adjectives considered; however based on each and every adjective, they mostly perceive microbes as infectious, contagious, and dirty. Moreover, the data collected through two data collection instruments indicated that student teachers had misconceptions about microbes considering the themes determined. Key words: cognitive structure, microbe, misconception, semantic differential attitudes.

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UZUM, Huseyin, and Fikret ALıNCAK. "Evaluation of Teachers' Attitudes Regarding Unwanted Student Behaviors." Eurasia Proceedings of Educational and Social Sciences 23 (December 31, 2021): 42–46. http://dx.doi.org/10.55549/epess.1051093.

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The aim of this study is to reveal teachers' attitudes towards undesirable student behaviors. Open-ended questions developed by the researcher as a data collection tool in the study were presented to physical education teachers. Using the interview method, which is one of the qualitative research methods, in the research, the data obtained from 20 teachers working in schools affiliated to Gaziantep Provincial Directorate of National Education in the 2017-2018 academic year were analyzed by content analysis method. As a result, the teachers stated that when there was a problem among the students, they solved it among themselves and verbally warned the students who were trying to disrupt the classroom order. In addition, they stated that they had different activities for students who were not interested in the lesson. In addition, it was concluded that the research group carried out activities in that direction by considering the individual differences of all students in terms of ensuring the unity of the class.

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Kaçaniku, Fjolla, Irene Maderbacher, Franz Erhard, and Blerim Saqipi. "I Want to Become a Teacher because…? Student-Teachers Change in Attitudes of Becoming Teachers in Austria and Kosovo." Education Research International 2022 (January 5, 2022): 1–11. http://dx.doi.org/10.1155/2022/9355679.

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The motivation for career choice motivation of student-teachers is a well-studied topic with a representative theoretical basis in teacher education research that has a long-standing tradition in the international research landscape. However, in understanding the pressing questions of why young people choose to become teachers, only a few longitudinal and comparative studies have been carried out that focus on the development of motivation for choosing a teaching career. This longitudinal study reports on the effects of time within initial teacher education and how it influences student-teacher attitudes and motives about the teaching profession. This article is a product of a larger study that aims at addressing the existing literature gap by examining student-teacher change in attitudes of becoming teachers in Austria and Kosovo starting from initial teacher education, during early stages of their teaching career as novice teachers, and to more advanced stages of their teaching career. This is a panel study located within a longitudinal design. In this study, a questionnaire and student-teacher reflection texts were used as instruments. Data were collected in three phases during which 673 student-teachers participated in face-to-face administered questionnaire as follows: 341 (phase 1), 185 (phase 2), and 147 (phase 3), as well as 19 student-teacher reflections. Questionnaire data were analysed using the general linear model (GLM) with repeated measures test, whereas the reflection text data were analysed using thematic analysis. The findings in this longitudinal study provide evidence that student-teacher attitudes and motives for becoming teachers can change over time during the initial teacher education in Austria and Kosovo, and they can be influenced by in-school experiences during teaching practice. The study concludes that motives for choosing a teaching career are primarily intrinsic, are not time-stable, and change over the course of studies. The study findings have clear implications for initial teacher education programs in addressing changes in student-teachers’ attitudes of becoming teachers. The insights gained from the findings of this study lead to recommendations that initial teacher education programs should strengthen teaching practice to better manage the preparation of students and teachers and their entry into the teaching profession.

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Štemberger, Tina, and Sonja Čotar Konrad. "Attitudes Towards using Digital Technologies in Education as an Important Factor in Developing Digital Competence: The Case of Slovenian Student Teachers." International Journal of Emerging Technologies in Learning (iJET) 16, no. 14 (July 28, 2021): 83. http://dx.doi.org/10.3991/ijet.v16i14.22649.

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The purpose of the study was to determine what attitudes specifically Slove-nian student teachers hold towards using digital technologies in education, their self-reported proficiency in using digital technologies in education and to what extent their attitudes towards using digital technologies in education predict their self-reported proficiency in using digital technologies. We measured the attitudes towards using digital technologies in education through four dimensions: Teaching and learning, Assessment and critical thinking, Empowering learners and Facilitating learner’s digital competence. Self-reported proficiency in using digital technology was measured on four groups of digital technologies: Digital resources, Communication tools, Digi-tal tools and Online learning tools. The results show that Slovenian student teachers predominantly hold positive attitudes towards using digital technol-ogies in education, but they assess themselves as low-level users. Also, the student teachers’ attitudes towards using digital technologies in education were proved as an important predictor of their level of proficiency in using digital technologies.

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Wiwatowski, Megan, Jane Page, and Sarah Young. "Examining early childhood teachers’ attitudes and responses to superhero play." Australasian Journal of Early Childhood 45, no. 2 (May 1, 2020): 170–82. http://dx.doi.org/10.1177/1836939120918486.

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Research highlights that early childhood teachers (ECTs) hold varied opinions on the value of superhero play (SP) to young children’s learning and development. This study sought to investigate how ECTs in Victoria are responding to superhero play, and to examine the beliefs that underpin their responses. Interviews were conducted with eight ECTs from the Bayside area in Melbourne. The study revealed that while the majority of the teachers interviewed responded to children’s superhero play in a variety of ways, there were a number of barriers to supporting superhero play in early childhood education and care settings. This paper concludes by identifying the value of ECTs engaging in critical reflection to ensure that their responses to superhero play are based on professional knowledge that is informed by theory and research.

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Harvey, David H. P. "Integration in Victoria: Teachers’ Attitudes After Six Years of A No‐Choice Policy." International Journal of Disability, Development and Education 39, no. 1 (January 1992): 33–45. http://dx.doi.org/10.1080/0156655920390105.

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Özden, Mustafa. "Environmental Awareness and Attitudes of Student Teachers: An Empirical Research." International Research in Geographical and Environmental Education 17, no. 1 (January 22, 2008): 40–55. http://dx.doi.org/10.2167/irgee227.0.

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Chaudhary, Vineeta. "A Study of Attitudes of Student-Teachers towards Computer Education." Quest-The Journal of UGC-ASC Nainital 7, no. 3 (2013): 232. http://dx.doi.org/10.5958/j.2249-0035.7.3.036.

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Rissanen, Inkeri, Kirsi Tirri, and Elina Kuusisto. "Finnish Teachers’ Attitudes About Muslim Students and Muslim Student Integration." Journal for the Scientific Study of Religion 54, no. 2 (May 2015): 277–90. http://dx.doi.org/10.1111/jssr.12190.

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Fagan, Catherine. "Economics Knowledge, Attitudes and Experience of Student Teachers in Scotland." Citizenship, Social and Economics Education 7, no. 3 (September 2007): 175–88. http://dx.doi.org/10.2304/csee.2007.7.3.175.

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There is a move away from teaching Economics as a separate subject in Scotland. It is now mainly taught within Business Management courses in upper secondary school and is embedded within several subject areas in both primary and early secondary curricula, a move that is in step with broader curricular aims to break down artificial barriers among subjects. This writing discusses the need for clearly situated teaching and learning of economics, provided by teachers who have sufficient background knowledge to devise effective contexts for learning, whether or not it is taught as a discrete subject. The results of a survey of student teachers' levels of economic literacy are analysed and recommendations made for the preparation of teachers to deal effectively with embedded approaches to teaching about economics.

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Sage, Maureen E. "Preservice Teachers' Attitudes toward Middle Level Prior to Student Teaching." Action in Teacher Education 11, no. 4 (January 1990): 19–23. http://dx.doi.org/10.1080/01626620.1990.10463096.

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