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Gibson, Megan, Amanda McFadden, Kate E. Williams, Lyn Zollo, Abigail Winter und Jo Lunn. „Imbalances between workforce policy and employment for early childhood graduate teachers: Complexities and considerations“. Australasian Journal of Early Childhood 45, Nr. 1 (09.12.2019): 82–94. http://dx.doi.org/10.1177/1836939119885308.
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Early childhood teachers have a myriad of possible employment options, with birth to eight years degree qualifications preparing graduates to work in a range of early childhood settings, including prior-to-school. At the same time, early childhood workforce policies in Australia, and elsewhere, are increasingly requiring degree-qualified teachers to be employed in prior-to-school settings. A growing number of reports and studies make a compelling case that there is a shortage of early childhood, degree-qualified teachers who are willing to work in prior-to-school settings, including centre-based child care. This conceptual article focuses on the imbalances in workforce policy and employment for early childhood teacher graduates. We examine the complexities and considerations of these imbalances, through exploration of literature and existing research, including small-scale studies and existing graduate destination data (Australian Graduate Survey). The article concludes with a proposed research agenda and suggestions to redress the imbalance of early childhood graduate teachers who are prepared, though seemingly not willing, to operationalise policy requirements for teachers to work in centre-based child care.
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Uddin, Mahi. „Addressing employability challenges of business graduates in Bangladesh: Evidence from an emerging economy perspective“. Australian Journal of Career Development 30, Nr. 2 (Juli 2021): 83–94. http://dx.doi.org/10.1177/1038416220986887.
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This study aimed to explore and address the employability challenges of business graduates in the higher education sector in Bangladesh. Data were collected through semi-structured interviews and analysed applying thematic analysis (N = 35, 77% male, mean age = 34 years). Findings revealed that skill gaps, lack of quality education system, quality teachers, industry-university collaboration, backdated course curriculum, and corruption are important challenges for graduate employability in Bangladesh. The study suggests improving communication skills, updating course curriculum, curbing institutional corruption, limiting student-teacher politics, hiring and promoting quality teachers, and industry-university collaboration as strategies to improve graduate employability. The findings may help employers, managers, graduates, academics, and policymakers in the higher education sector to identify and address graduate employability challenges in an emerging economy such as Bangladesh.
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Kyeremeh, Francis Kwaku. „Teacher Motivation in Less Endowed Senior High Schools in Tain District of Bono Region“. Journal of Educational Development and Practice 5, Nr. 1 (01.12.2021): 61–76. http://dx.doi.org/10.47963/jedp.v5i.1007.
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The study sought to explore the factors that contribute to the graduate teacher’s motivation and retention in the less endowed public senior high schools in the Tain District in the Bono Region. It employed the qualitative research approach using the case study design to examine and interpret the perceptions and experiences of 21 graduate teachers in three less endowed senior high schools at the countryside. The findings revealed that inadequate remuneration, lack of opportunity for promotion and low prestige in teaching were the three most crucial factors which accounted for the drift of graduate teachers from the teaching service into other jobs. It recommended among others that, graduate teachers should be paid realistic and competitive wages in order to ensure higher teacher retention and improve upon their performance. There is the need to establish scholarship and incentive packages for all graduate teachers who accept posting to schools in the rural areas
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Demir, Engin, und Filiz Çetin. „Teachers’ Self-Efficacy Beliefs regarding Out-of-School Learning Activities“. Uluslararası Eğitim Programları ve Öğretim Çalışmaları Dergisi 12, Nr. 1 (18.06.2022): 147–66. http://dx.doi.org/10.31704/ijocis.2022.007.
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Learning activities employed in out-of-school learning activities (OOSLA) provide students with a different learning experience while enabling teachers to discover, implement, and evaluate different teaching approaches. This study intends to investigate the self-efficacy beliefs levels of teachers as regards OOSLA and whether these self-efficacy levels differ significantly depending on their gender, graduated faculty, educational status, seniority, and department graduated from. It adopts the descriptive survey design. The sample is composed of 308 teachers. The data were collected utilizing the "Teachers' Self-Efficacy Beliefs Toward Out-of-School Learning Activities Scale''. Parametric test statistics were used in data analysis. The results revealed that teachers had a high level of self-efficacy beliefs regarding OOSLA and that gender was not a determinant of teachers' self-efficacy beliefs. It was also found that the participants who completed graduate studies had firmer self-efficacy beliefs than those who did not. The teachers with 21 years and above of teaching experience had higher self-efficacy levels than those with 6-10 and 11-15 years of teaching experience. On the other hand, graduates of mathematics and science education departments had lower self-efficacy levels than primary education, Turkish education, and social science education departments. Finally, researchers recommend encouraging pursuing graduate studies, collaborating with experienced teachers, eliminating institutional obstacles to out-of-school activities, and supporting teachers in increasing their self-efficacy regarding out-of-school learning activities.
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Ainsyiyah, Elmas Dw, und Andres M. Ginting. „Pancasila and Civic Education Learning by Non Pancasila and Civic Education Program Graduate“. Budapest International Research and Critics Institute (BIRCI-Journal): Humanities and Social Sciences 3, Nr. 3 (29.07.2020): 1650–59. http://dx.doi.org/10.33258/birci.v3i3.1097.
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This study aims to (1) find out planning and understanding of learning by Non Pancasila and Civic Education Program Graduate (2) to find out the learning done by Non Pancasila and Civic Education Program Graduate (3) In order to know the obstacles faced by Pancasila and Civic Education teachers by Non Pancasila and Civic Education Program Graduate. The research used in this case uses qualitative research methods through interview techniques with sources in which there are vice principals in the field of curriculum, the teacher concerned from the school under study. The results obtained in this study are, there are teachers who teach Pancasila and Civic Education are graduate Teacher of Pancasila and Civic Education Study Program, Sociologists, and there are Bachelor of Laws. The teacher also experiences many difficulties in delivering the material in class. Students are shaken up by boredom because the teacher's teaching style is monotonous with lectures and memorization, moreover Pancasila and Civic Education has memorized the constitution material which makes students lazy to follow the learning process. From the results of this research, schools must also have a role in equipping Non Pancasila and Civic Education Program Graduate with adequate learning resources so that teachers have thorough preparation before entering class. Teachers must also be able to overcome obstacles that occur in the classroom so that an interactive learning process occurs with students so that Pancasila and Civic Education subjects do not become a scourge for them.
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Chukwuedo, Samson Onyeluka, und Charles Chukwuedo Nathaniel. „TEACHER EDUCATION POLICY, ETHICS, AND QUALITY OF GRADUATES: TRIAD ENTITIES FOR REMODELING GENERAL AND VOCATIONAL EDUCATION AND TRAINING“. ŠVIETIMAS: POLITIKA, VADYBA, KOKYBĖ / EDUCATION POLICY, MANAGEMENT AND QUALITY 12, Nr. 2 (15.12.2020): 92–103. http://dx.doi.org/10.48127/spvk-epmq/20.12.92.
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The rating of an education system largely depends on the policy, ethical practices, and quality of the graduates. Thus, this research explores lecturers’ perception of the teacher education policy, ethics, and quality of its graduates. The research also theorized that policy, ethics, and quality are triad entities of an ideal educational institution. Hence, the relations between policy, ethics, and quality of graduate teachers were ascertained. The mixed-method design (qualitative and quantitative approaches) was employed. Participants were 606 lecturers of colleges of education and universities in Nigeria. For data collection, questionnaire and focus group discussions were employed. The questionnaire was validated by three experts, while its reliability (α = .889) was determined using Cronbach’s alpha method. Quantitative data were analysed with mean, standard deviation, and bivariate correlation. To analyse the qualitative data, thematic analysis was employed. Results revealed that teacher education policy and ethical practices in Nigeria were unsatisfactory, as perceived by the lecturers. More so, the quality of graduate teachers from Nigerian tertiary institutions declines. Hence, the need for attention on policy, ethics, and quality in teacher education programmes. Keywords: teacher education, education policy, ethics in education, quality of graduates, vocational education
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Davis, Barbara H., Kim A. Higdon, Virginia K. Resta und Laura L. Latiolais. „Teacher Fellows: A Graduate Program for Beginning Teachers“. Action in Teacher Education 23, Nr. 2 (Juli 2001): 43–49. http://dx.doi.org/10.1080/01626620.2001.10463063.
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Rajendran, N., und H. M. Ramachandra. „Field Training for Gradute and Post-graduate Geology Teachers“. Journal of the Geological Society of India 92, Nr. 6 (Dezember 2018): 767–68. http://dx.doi.org/10.1007/s12594-018-1100-1.
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Bastian, Kevin C. „A Degree Above? The Value-Added Estimates and Evaluation Ratings of Teachers with a Graduate Degree“. Education Finance and Policy 14, Nr. 4 (September 2019): 652–78. http://dx.doi.org/10.1162/edfp_a_00261.
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In the present study I use teacher value added and evaluation rating data from North Carolina public schools to estimate the signaling and human capital effects of graduate degrees. These analyses consider the effects of graduate degrees, overall, and the effects of graduate degrees inside and outside teachers’ area(s) of teaching. Signaling analyses show that those with a graduate degree in their area of teaching have comparable value-added estimates and receive higher evaluation ratings than teachers with undergraduate degrees only. Human capital analyses indicate that in-area graduate degrees benefit teacher value added in several comparisons and predict higher evaluation ratings on the Leadership standard. Signaling and human capital effects for out-of-area graduate degrees are generally negative or insignificant. Taken together, these results present a more comprehensive and nuanced view of the effectiveness of teachers with graduate degrees. Future analyses should assess additional outcome measures and continue focusing on the alignment between the graduate degree content and the teaching assignment.
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Toe, Dianne, und Lynette Longaretti. „Teacher Efficacy in High Performing Teachers: Barriers and Enablers for New Graduates“. Australian Journal of Teacher Education 47, Nr. 4 (April 2022): 1–20. http://dx.doi.org/10.14221/ajte.2022v47n4.1.
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Teachers with a high sense of self-efficacy are more resilient to difficulties, experience greater job satisfaction and have higher expectations of their students. This study investigated teacher self-efficacy in high performing teachers at two points in their development: 1) as preservice teachers, halfway through their undergraduate degree using the Teacher Self-Efficacy Scale (TSES) (Tschannen-Moran & Woolfolk Hoy, 2001) 2) as new graduates through a qualitative interview focused on efficacy. These 24 teachers participated in the National Exceptional Teaching for Disadvantaged Schools program (NETDS) at Deakin University during their BEd (Primary) degree. They demonstrated lower self-efficacy than their peers in Efficacy for Instructional Strategies (TSES). As graduates, however, they presented as confident teachers with high self-efficacy. It appears that their studies, their placements in low socioeconomic schools and as well mentored new graduate teachers, had helped make them into effective teachers who were ready for their new profession.
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Fauzi, Anis. „The Management of Teachers’ Empowerment of State Madrasah Aliyah in Banten Province“. Higher Education Studies 6, Nr. 2 (22.04.2016): 99. http://dx.doi.org/10.5539/hes.v6n2p99.
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<p>This study aims to describe the form and the effort of empowerment management in enhancing teachers’ competence at three <em>Madarasah Aliyah</em> in Banten province. Meanwhile, the specific objective of this study is to find out the teachers’ responses in the research site about the opportunity of the academic qualification improvement and the improvement of their competence as a teacher, as well as to understand the problems of empowerment management and the improvement of teachers’ competence at three <em>Madrasah Aliyah</em>. Data collecting techniques used in the research were: interview, observation, and documentation study. The study revealed that: the improvement program of academic qualification and teachers’ competence encouraged all teachers to minimally have graduate academic qualification; The improvement of teachers, competence was carried out in integration with the duties and the major functions of teacheras a professional educator and teacher; and the efforts done by the teachers to continue their study to the graduate program which was appropriate with their major.</p>
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Iwe, Nkechinyere. „Factors in Teachers’ Awareness of Pedagogical Gestures as Enhancement Technique Among English Teachers in Secondary Schools in Enugu State, Nigeria“. African Journal of Teacher Education 10, Nr. 1 (19.06.2021): 222–41. http://dx.doi.org/10.21083/ajote.v10i1.6573.
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The study seeks to ascertain Nigerian language teachers’ awareness of pedagogical gestures as an enhancement to teaching and whether this awareness is influenced by teaching location and teacher qualification. The study adopts the survey research design with a sample size of 262 drawn using multi-staged sampling techniques. The Z-test method was used in testing the hypothesis of the study. It was discovered that there was high mean response of teachers on the awareness of pedagogical gestures. There were significant differences in the mean response of urban/rural teachers and no significant differences in the mean response of graduate/non-graduate teacher’s awareness of pedagogical gestures as enhancement technique. Our conclusion is that pedagogical gestures are indispensable in lesson delivery and that their pedagogic values are gained through awareness of them as enhancement technique.
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Abrego, Michelle, Bobbette M. Morgan und Chuey Abrego. „Creating Win-Win Partnerships And Adding Relevance To Educator Preparation“. Contemporary Issues in Education Research (CIER) 2, Nr. 2 (10.01.2011): 51. http://dx.doi.org/10.19030/cier.v2i2.1097.
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The authors describe a partnership between two departments, in a school of education that involves educational leadership and curriculum and instruction graduate students sharing their expertise of teaching and learning with student teachers and alternatively certified teacher interns. This project provides graduate students with active participation in delivering workshops to adult learners. The beginning teachers are the participants. Beginning teachers benefit from gaining hands-on experience and research-based instructional strategies to use in their classrooms. Researchers found this activity increased the graduate students’ sensitivity to the needs of beginning teachers. Over 1300 student teachers and alternative certification interns and approximately 530 graduate students have participated in the Teaching, Learning, and Service Conference. The conference is organized twice a year, on a Saturday in the fall and on a Saturday in the spring.
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Wangid, Muhammad Nur, Ali Mustadi und Siti Eshah binti Mokshien. „THE EXPLORATION OF TEACHERS’ EFFICACY IN TEACHING: COMPARATIVE STUDY IN INDONESIA AND MALAYSIA“. Jurnal Cakrawala Pendidikan 39, Nr. 2 (12.06.2020): 257–68. http://dx.doi.org/10.21831/cp.v39i2.30012.
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Teacher’s self-efficacy can be varied according to experience gained, experience obtained from other people, social influences, and also physical and psychological welfare. In the context of teacher’s efficacy in Indonesia and Malaysia, those are certain become different because it undergoes differently. The aim of the research is to convey the difference between teachers in Malaysia and Indonesia from the perspective of a teacher's efficacy in teaching. This research is a comparative study. The research subjects were elementary school teachers who were continuing their studies in post graduate programs at Yogyakarta State University and Sultan Idris University of Education. They are given a scale of teacher efficacy in teaching consisting of three sub-scale that is teacher’s efficacy in involving students in learning, executing learning process, and class management. Research result shows that actually, in general, there are no significant differences in teacher efficacy in teaching between teachers in Malaysia and Indonesia. However, if differences are seen from each factor, it appears that there are differences in the efficacy of teachers in involving students in learning, while the efficacy in instructional learning strategies, and efficacy in classroom management, there are still no significant differences.
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Musau, Paulina, und Clara Rupia. „Challenges Faced by Graduate Teachers in Developing Students’ Competencies in Bukoba Municipality in Kagera Region, Tanzania“. Journal of Humanities and Social Sciences Studies 4, Nr. 4 (25.09.2022): 30–35. http://dx.doi.org/10.32996/jhsss.2022.4..4.6.
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The purpose of this study was to assess challenges faced by graduate teachers in developing student competencies in Bukoba Municipality in Kagera Region, Tanzania. The study employed the survey design taking a population of 100 graduates from 27 secondary schools and a sample size of 81 graduate teachers. These were selected using purposive sampling. The data were collected using a questionnaire, interview, and structured observation methods. Quantitative data from the questionnaire were analyzed using descriptive statistics with the help of SPSS, and qualitative data were analyzed using a thematic approach. This was then presented in a table, using frequencies and percentages for quantitative data and quotes for qualitative data. The findings from the study show that graduate teachers lacked teaching aids and were not satisfied with the learning environment, especially in most of the ward schools. It was also evident that these graduate teachers indicated a lack of in-service training to improve their skills as a major setback when it comes to developing students’ competencies since they lacked opportunities to upgrade their skills on CBC. Generally, the study concludes that teachers are facing a lot of challenges while developing student competencies, such as an acute shortage of teaching and learning materials which hinders effective implementation of the curriculum. However, it recommends in-service training for teachers, supporting teachers with materials needed for the implementation of CBC, as well as improving the teaching and learning environment to ensure graduate teachers develop learners’ competencies fully.
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YILMAZ, Derya, und Gokhan KILICOGLU. „Investigating graduate and non-graduate teachers’ views about educational“. Journal of Educational Sciences Research 3, Nr. 1 (15.04.2013): 65–85. http://dx.doi.org/10.12973/jesr.2013.314a.
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Call, Kairen, Michael Christie und Sue Simon. „Do Preservice Teachers Believe They Use the Australian Professional Standards for Teachers to Inform Their Professional Learning?“ Australian Journal of Teacher Education 46, Nr. 6 (Juni 2021): 98–114. http://dx.doi.org/10.14221/ajte.2021v46n6.6.
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Professional standards for teachers are being used around the globe to educate, certify, promote and regulate the ongoing professional practice and learning of teachers. In Australia, the Australian Professional Standards for Teachers (APST), in part, aim to support the professional learning of teachers from the Graduate to Lead Teacher career stages. Preservice teachers have been identified as being positive about the APST, and their uptake with the standards at the Graduate level appears to be increasing over time. However, our research shows that preservice teachers are not making the connection between the APST and their professional learning. This paper will present seminal research detailing trends in preservice teacher use of the APST aligned to their professional learning within the theoretical and practical components of their study.
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Efimova, Galina. „Career Strategies for Higher Education Teachers“. Sociologicheskaja nauka i social'naja praktika 10, Nr. 1 (30.03.2022): 24–40. http://dx.doi.org/10.19181/snsp.2022.10.1.8859.
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The article analyses autobiographical essays on key career stages and typical career paths written by Russian university teachers. Motives and attitudes influencing their decisions whether to continue or finish their careers are identified. The article studies career strategies and motivation of academic and teaching staff to be involved in the academic labour market. Based on these results, three key career tracks are formed: 1) intracorporate (classical inbreeding) – university graduates are employed in the same university they graduated from; 2) intraprofessional – university graduates choose to work in the academic field outside their alma mater; 3) mixed (intercorporate) – university graduates may leave the academic field immediately after graduation or sometime later, but then return to the field of higher education as members of academic and teaching staff. The study of the autobiographical essays of academic and teaching staff in higher education has shown that there are eight stages of academic career related to: obtaining higher education, having work experience and subsequent employment, obtaining a Candidate of Sciences Degree or second higher education, career changes after defending a post-graduate thesis, obtaining a PhD and subsequent career changes and becoming a corresponding member or an academician at the state academy of sciences. These stages create a fork in the road (potential opportunity) for academic and teaching staff to follow or to change their career paths. The study was conducted using the method of semi-formalised expert interview with 86 members of academic and teaching staff from five Russian universities – Tyumen State University, Tomsk State University, St. Petersburg Polytechnic University, National Research Nuclear University (MEPhI).
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Afreni, Roys. „PROBLEMATIKA ALUMNI PAI SEBAGAI GURU KELAS DI MADRASAH IBTIDAIYAH SEKECAMATAN PANGKALAN SUSU KABUPATEN LANGKAT“. ANSIRU PAI : Pengembangan Profesi Guru Pendidikan Agama Islam 2, Nr. 2 (18.10.2018): 37. http://dx.doi.org/10.30821/ansiru.v2i2.2020.
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This study was conducted with regard to the phenomenon of Islamic religious education graduates who became class teachers in Madrasah Ibtidaiyah Pangkalan Susu distric. The purpose of this research is to know: 1) Problematic graduates of PAI as classroom teachers in planning instructional. 2) Problematic graduates of PAI as classroom teachers in implementing instructional. 3) Problematic graduates of PAI as classroom teachers in conducting instructional evaluation. The type of research is using qualitative research methods with phenomenology approach. The subject of research is the graduate of Islamic Religious Education who has become a class teacher. The result of the research that problematic of PAI graduates as teacher of Madrasah Ibtidaiyah class in planning instructional in Pangkalan Susu sub-district of Langkat district is still having difficulties to make instructional plan independently. Besides these three Madrasah Ibtidaiyah also do not have a library that can provide books that qualified to be used as a source of learning. While in implementing the instructional is the similarity of teachers in the method of learning and the lack of mastery of the material. This is due to their lack of knowledge about the variety of instructional methods and the lack of mastery of the material. On the other hand these teachers rarely attend training, seminars, workshops that can provide information for development for their profession. As for the evaluation of learning is not yet meet the assessment procedures. This is because the teacher has not understood the way the preparation of the implementation Plan of instructional.
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Budnikova, S. P. „Evaluation by Graduates of Pedagogical Universities their Readiness for Professional Pedagogical Activity“. Психологическая наука и образование 23, Nr. 5 (2018): 112–23. http://dx.doi.org/10.17759/pse.2018230511.
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The paper focuses on how graduates of pedagogical university departments and first-year teachers evaluate their readiness to carry out professional activities.A survey of 1440 graduate students and a survey, testing and interview with 305 first-year teachers (trainees) conducted at the Tula State Lev Tolstoy Pedagogical University revealed the subjects’ perceptions of the level of development of their professional knowledge and skills.Becoming a teacher and the subject of one’s own teaching activity implies, among other things, being able to reflect upon the professional practice.The paper states that young teachers need professional support as entering the profession is associated with adaptational stress which may interfere with the process of their becoming the subjects of their own pedagogical practice.The paper argues that it is necessary for university services to render such support to graduates of pedagogical departments.
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Faria, Ana Rita, Pedro Guilherme Rocha dos Reis und Maria Helena Peralta. „The impact of graduate training on teachers and schools – two case studies: graduate teachers’ perceptions“. Ensaio: Avaliação e Políticas Públicas em Educação 25, Nr. 94 (März 2017): 238–56. http://dx.doi.org/10.1590/s0104-40362017000100009.
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Abstract The main goal of this study is to research the impact of enrolment in Graduate Programmes (GPs) on a set of Basic Education2 and High School3 teachers in Portugal. We seek to understand whether teachers consider this training as an added value, and the extent to which this is reflected in the improvement of their professional performance, in the schools, and in their students’ learning. Preliminary research results show, among other aspects, that the reasons why teachers enrol in GPs are associated mainly with personal fulfilment issues. Moreover, despite the fact that both teachers and school leaders recognize the importance of GPs, they acknowledge that there are still few effects.
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Amissah-Essel, Salome, und Michael Agyei. „Job satisfaction and motivation levels of graduate teachers in Cape Coast, Ghana“. Journal of Educational Development and Practice 5, Nr. 1 (01.12.2014): 47–60. http://dx.doi.org/10.47963/jedp.v5i.965.
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This study examined teacher motivation and job satisfaction among graduate teachers in Cape Coast, Ghana. Factors that affected teacher motivation and the sources of motivation in teaching were highlighted. Maslow’s (1970) needsatisfaction variables and Herzberg et al.’s (1959) man’s work needs; “motivating factors” and “hygiene factors” formed the components of needs satisfaction in this study. The population consisted of 960 graduate teachers in .11 government senior high schools. The non-proportional quota and convenience sampling procedures were used to select 10 teachers from eachschool. Mertler’s (2002) questionnaire on job satisfaction and perception of motivation among teachers was adapted and modified to solicit responses. Data were analysed using frequencies and percentages. The survey revealed that even though graduate teachers were somewhat satisfied with their jobs, they were un-motivated. Teachers who were dissatisfied with their jobs and were poorly motivated were not likely to perform effectively. The motivated group were most motivated by the job context and content. It was recommended that employers and policy makers should pay particular attention to the higher-order needs proposed by Maslow (1970) and Herzberg et al. (1959) for job satisfaction and motivation.
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Culp, Mara E., und Karen Salvador. „Music Teacher Education Program Practices: Preparing Teachers to Work With Diverse Learners“. Journal of Music Teacher Education 30, Nr. 2 (21.01.2021): 51–64. http://dx.doi.org/10.1177/1057083720984365.
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Music educators must meet the needs of students with diverse characteristics, including but not limited to cultural backgrounds, musical abilities and interests, and physical, behavioral, social, and cognitive functioning. Music education programs may not systematically prepare preservice teachers or potential music teacher educators for this reality. The purpose of this study was to examine how music teacher education programs prepare undergraduate and graduate students to structure inclusive and responsive experiences for diverse learners. We replicated and expanded Salvador’s study by including graduate student preparation, incorporating additional facets of human diversity, and contacting all institutions accredited by National Association of Schools of Music to prepare music educators. According to our respondents, integrated instruction focused on diverse learners was more commonly part of undergraduate coursework than graduate coursework. We used quantitative and qualitative analysis to describe course offerings and content integration.
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Stofflett, RenéT. „Metaphor development by secondary teachers enrolled in graduate teacher education“. Teaching and Teacher Education 12, Nr. 6 (November 1996): 577–89. http://dx.doi.org/10.1016/s0742-051x(96)00002-9.
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Zigo, Diane. „Addressing Rural Teachers' Authentic Needs by Contextualizing Graduate Teacher Education“. Action in Teacher Education 23, Nr. 1 (April 2001): 1–11. http://dx.doi.org/10.1080/01626620.2001.10463049.
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Juniarti, Atty Tri, und Titien Sukartini. „Analisis Kompetensi Lulusan melalui Kinerja Guru di SMPN Wilayah III Cirebon“. TRIKONOMIKA 13, Nr. 2 (14.12.2014): 145. http://dx.doi.org/10.23969/trikonomika.v13i2.610.
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This study examined the phenomenon of graduates competence in SMPN Cirebon Region III. The purpose of this study is to analyze the organization school factors at SMPN Cirebon Region III, the influence of the organization school factors toward teacher competence, the influence of teacher competence toward teacher performance, and the influence of teacher performance to the graduate competence of SMPN Cirebon Region III. The types of this research are descriptive and verification, collection data used the stratified random sampling, the sample size were 266 respondents. The result of study used path analysis show there is an increased activity of primary and secondary education in the Region III Cirebon, marked by the increasing of achieved results, including APK, the average value of the UN, the average of proceed to SLA non RSBI and RSBI. Another result show that there is a closeness relationship between school organizational factors with very low and moderate relationship. Simultaneously, there is significant influence from all organizational of school factors to teachers competence’. Partially, school culture has a dominant influence than others. The last result show there is a significant influence of teachers’ competence against the teachers’ performance, and there is significant influence from the teachers’ performance against the graduates’ competence.
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Mamoura, Maria. „Ανάπτυξη του ιστορικού γραμματισμού μεταπτυχιακών φοιτητών στη διάρκεια της πρακτικής τους άσκησης. Ο ρόλος της κοινότητας μάθησης“. Preschool and Primary Education 4, Nr. 1 (12.05.2016): 212. http://dx.doi.org/10.12681/ppej.186.
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Student teachers that enter in a practicum program bring their own conceptions and beliefs about teaching and teacher’s role; they have a well-developed set of personal beliefs about teaching prior to entering their teacher preparation program. These personal beliefs or preconceptions could form new experiences and perspectives. Historical literacy, which returns as aim in epistemology and teaching of history, is defined by concepts, prominent among which retains the ability to develop historical reasoning. In this research historical literacy was investigated on the basis of fourteen post-graduate students’ ability to generate historical reasoning during a post-graduate course of History Teaching. A qualitative case study was carried out during the winter semester 2013-2014 in the post-graduate Program “Theory, Praxis and Evaluation of Educational Work” (Department of Education, University of Athens, Faculty of Philosophy, Education and Psychology). Fourteen (14) post-graduate students, enrolled in a postgraduate teacher education program had to conduct their compulsory practicum in Greek secondary schools during the second semester of their studies. The first semester, they attended the course “History Didactics” (the one of the two teachers of the course is the author of this paper). The aim of this study is to investigate whether and to what extent 14 post-graduate students cultivated the capacity of developing historical reasoning during the teaching of the course and during the six-month practicum in several school settings. Special focus was on developing the capacity of a) connection of historical events of the past with the present, b) interpretation of historical events through the examination of opposing historical sources, c) doing historical questions to students, which are key components of historical reasoning. The research questions of the survey are: a) What were the initial conceptions of the post-graduate student teachers for history teaching and b) whether and to what extent these conceptions seemed to vary and / or be transformed, concerning the developing of their historical literacy? Research data were collected by: a) transcribed teaching implementations of 14 students, b) transcripts of two-hour discussions between student-teachers and their university supervisor, which conducted after every teaching implementation, and c) transcripts of interviews of student teachers at the end of their practicum. Data were analyzed with the method of grounded theory. Data analysis revealed that the characteristics and dynamics of student teachers’ learning community formed during the university course and enlarged in two-hour discussions, were the central point for the development of their historical literacy. Specifically, mutual respect, climate favoring innovation, risk taking, the knowledge problematization and the supportive role of the university supervisor strengthened post-graduate students, who originally had a weakness in the production of historical reasoning, to conquer the specific components.
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Huang, Wei-Ting, und Hsuan-Fu Ho. „Selection Determinants In Education Major Graduates Occupations“. Contemporary Issues in Education Research (CIER) 10, Nr. 2 (31.03.2017): 77–86. http://dx.doi.org/10.19030/cier.v10i2.9913.
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Taiwan’s teacher training system currently faces a serious disorder. The excessive number of teacher education programs being set up in universities by the Ministry of Education has dramatically increased the number of teachers. The situation, coupled with the country of low birth rate and high retirement age, brings about fewer teaching vacancies than the number of available teachers. The over-expansion of universities has resulted in a situation that almost every secondary school graduate can access higher education institutions, which subsequently produce a great number of graduates, far exceeding the vacancies in the workplace. This plus with the recent economic recession intensifies competition among individuals hunting for jobs. Thus, it is imperative to identify the ideal jobs for graduates, and the first step is figuring out the main determinants for selecting jobs and the relative importance of these determinants. A self-developed questionnaire was administered to 200 education major graduates in Taiwan. The result indicated that high job stability was perceived to be the most important factor among participants. Also, the education students considered school teacher or administrator to be the ideal jobs.
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Okolie, Ugochukwu Chinonso, Hyginus Emeka Nwosu und Sunday Mlanga. „Graduate employability“. Higher Education, Skills and Work-Based Learning 9, Nr. 4 (11.11.2019): 620–36. http://dx.doi.org/10.1108/heswbl-09-2018-0089.
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Purpose Following the outcry of several employers that many higher education (HE) graduates do not possess employability skills and therefore are not employable, the purpose of this paper, therefore, is to examine what the labour market (LM) actually demands from the higher education institutions (HEIs) and how the demands of the LM can be met by the HEIs in Nigeria. Design/methodology/approach The study is based on interviews and focus group with 28 university professors, executives of the students’ industrial work scheme (SIWES), industry executives, executive officers of the Directorate of Employment and the HE course/programme leaders that revealed substantial information about what the LM actually requires from the HE, and how the HE can meet the demands of the LM in terms of supply of quality graduates. Findings The key findings reveal that with adequate teaching resources and competent teachers, graduate employability skills (technical and soft), which the LM demands from the HEIs, can be imparted to the students. Concerning LM and HEIs partnerships, it is found that understanding the demands of the LM by the HEIs can enhance the graduates’ outcomes and their prospects in the LM. Research limitations/implications The study argues that the graduate employability is still relevant to the existing practice, but further engagement and research surrounding how the HEIs in the developing countries, especially Nigeria, can meet the actual demands of the LM in terms of competent graduates are needed to examine this range of HE. Originality/value The study provides significant suggestions on the improvement needs of the HE teachers to inspire and motivate students to increase the knowledge (know-how), skills (how to do), self-efficacy (effectiveness) and qualities (technical and creative knowledge) required by the LM.
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de-Macedo, D. V., E. de-Paula und B. B. Torres. „Training graduate students to be teachers“. Brazilian Journal of Medical and Biological Research 32, Nr. 12 (Dezember 1999): 1457–65. http://dx.doi.org/10.1590/s0100-879x1999001200002.
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Tyunnikov, Yurii, Marina Maznichenko und Tatyana Afanasyeva. „Continuity of mythologized representations of future and practical teachers“. PSYCHOLINGUISTICS 25, Nr. 1 (18.04.2019): 300–337. http://dx.doi.org/10.31470/2309-1797-2019-25-1-300-337.
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The article presents the theoretical foundations and results of an experimental study of the peculiarities of the professional consciousness of teachers (future and already working), expressed in their ideas (including mythologized ones) about teaching, the teacher and students as its subjects, and in many respects determining the effectiveness their professional activities. The dynamics and continuity of such ideas at different stages of the professional path are revealed.
The purpose of the study – the study of the professional consciousness of teachers, including its mythological component. The purpose of the article is to present the results of psychologic-based methods and methods of research of mythologized ideas of future and practicing teachers as part of their professional consciousness.
The theoretical foundations of the study are psycholinguistic theories, revealing the peculiarities of speech production at the textual and pretext levels; psychological theories and empirical studies of the mythological component of the personality consciousness; studies of the teacher’s professional consciousness; the main provisions of pedagogical mythological studies.
The results of the empirical research have shown that in the professional consciousness of both practicing teachers and future teachers there are mythologized ideas about the pedagogical reality (about yourself, the profession, students, the pedagogical process, parents, etc.). However, the content (set) and the degree of prevalence of such ideas among students and practicing teachers are different. More similarities are observed among graduate students and practicing teachers: they are characterized by the idealization of the teacher’s image (“A good teacher hides his real feelings from schoolchildren”, “A good teacher answers any question”), an exaggeration of the significance of the methodology (“omnipotent”). Mythological constructs of first-year students and practicing teachers differ significantly: first-year students are characterized by negative perceptions of the profession (“Teacher’s work is continuous hassle, martyrdom”), students (“Modern children don’t want to learn”), practically not occurring in practicing educators and much less common in graduate students.
The results obtained allow us to understand how scientific and pedagogical knowledge is comprehended by a teacher, why certain scientific theories do not find practical application, what else, in addition to scientific knowledge, is the teacher guided, designing pedagogical interaction, why he chooses certain strategies of pedagogical education? whether strategies based on extra-scientific knowledge or on a complex of scientific and extra-scientific knowledge can be effective, how and why attitudes to future pedagogical reality, beginners and Mature teachers, like the teacher himself or the teacher of a higher educational institution, mentor, or methodologist can strengthen the constructive and reduce the destructive influence of myths on the teacher’s professional consciousness.
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Suhartini, Tini. „Evaluasi Implementasi Program Peningkatan Kompetensi Profesional Guru Dalam Upaya Meningkatkan Mutu Lulusan Sekolah Dasar Negeri Kedaung Wetan 7 Kecamatan Neglasari Kota Tangerang Banten“. Mimbar Kampus: Jurnal Pendidikan dan Agama Islam 22, Nr. 1 (15.11.2022): 138–66. http://dx.doi.org/10.47467/mk.v22i1.1928.
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This journal aims to identify, analyze and evaluate the implementation of teacher competency improvement programs in an effort to improve the quality of graduates of SD Negeri Kedaung Wetan 7, Neglasari District, Tangerang City, Banten. The method used is descriptive qualitative method, including data collection using observation, interviews and documentation. Interviews were conducted with principals, vice principals, teachers, school committees, parents and students. Evaluation analysis using a discrepancy evaluation model. The findings of this study: (1) Preparation of the design in the form of guidelines or standards of professional competence of teachers. (2) The installation of a review of standards or guidelines for the implementation of teacher professional competence improvement and infrastructure facilities have not fully supported the improvement of teacher professional competence. (3) Process: the obstacles for teachers have not carried out their duties and functions as educators and reformers. Improving the quality of graduates is marked by the achievement of KKM scores and changes in students: more disciplined, creative and innovative in terms of cognitive, affective and psychomotor. (4) The results of improving the professional competence of teachers can be felt by schools, teachers and students. It directly affects the quality of graduates. (5) Comparison. The improvement of the professional competence of teachers continues on an ongoing basis and is recorded in the form of written reports and submitted in stages to education policy makers. Various efforts made by the school management must be balanced with good collaboration and cooperation with parents and other school community members. Suggestions from parents are also very meaningful for schools in carrying out improving the professional competence of teachers in their own schools. This research is expected to: (1) increase the knowledge and insight of researchers, (2) materials for self-introspection and future teacher career development, especially teacher professional competence and the quality of graduates, (3) consideration for school principals, especially in determining policies for evaluating professional competence programs teachers and the quality of graduates and (4) material for consideration of central or regional government policies so that efforts to increase the distribution of education quality through teacher competence.
Keywords: Teacher Professional Competence, Graduate Quality, DEM
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Kayima, Festo. „Teaching Graduate Attributes along with subject content: Perspectives from Science Teacher Educators“. Nordic Studies in Science Education 18, Nr. 3 (30.11.2022): 290–304. http://dx.doi.org/10.5617/nordina.8982.
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This study explored the extent to which science teacher educators in Norway introduce, teach, and assess graduate attributes (GA), a range of qualities, skills or competences considered vital for one’s survival and thriving in a complex world. A qualitative analysis of views from a sample of science teacher educators revealed majorly an implicit approach to the teaching and assessment of graduate attributes along with the main teaching subjects. Moreover, the lack of a graduate attributes profile for science teachers is impeding the teaching and assessment of these attributes. The findings raise important questions to science educators and policy makers regarding how to best address graduate attributes in science teacher education.
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Boyd, Wendy, Sandie Wong, Marianne Fenech, Linda Mahony, Jane Warren, I.-Fang Lee und Sandra Cheeseman. „Employers’ perspectives of how well prepared early childhood teacher graduates are to work in early childhood education and care services“. Australasian Journal of Early Childhood 45, Nr. 3 (29.06.2020): 215–27. http://dx.doi.org/10.1177/1836939120935997.
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With an unprecedented number of children in early childhood education and care in Australia, demand for early childhood teachers is increasing. This demand is in the context of recognition of the importance of the early years and increasing requirements for more highly qualified early childhood teachers under the National Quality Framework. Increasingly, evidence shows the value-added difference of university-qualified teachers to child outcomes. Within Australia there are multiple ways to become an early childhood teacher. Three common approaches are a 4-year teaching degree to teach children aged birth to 5 years, children aged birth to 8 years, or children aged birth to 12 years. There is, however, no evidence of how effective these degree programmes are. This paper presents the perspectives of 19 employers of early childhood teachers in New South Wales regarding how well prepared early childhood teacher graduates are to work in the early childhood sector in Australia. Although participants noted the strengths of new graduate early childhood teachers, they also identified several areas in which they were less well prepared to teach in the early years.
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Оксана Замятна. „MONITORING OF GRADUATES` EMPLOYMENT IN THE CONTEXT OF DIAGNOSTICS OF THEIR PROFESSIONAL ADAPTATION (INTERNATIONAL EXPERIENCE)“. Psychological and Pedagogical Problems of Modern School, Nr. 2(4) (04.09.2020): 42–48. http://dx.doi.org/10.31499/2706-6258.2(4).2020.222904.
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The article reveals the problem of employment in the speciality of future primary school teachers. Through the research of the level of graduatesʼ employment in the speciality, it is possible to determine the formation of young professionalsʼ professional adaptation, including of future primary school teachersʼ professional adaptation, in the process of pedagogical practice. The current state of monitoring of the graduatesʼ employment at the legislative level in Ukraine is described. The analysis of the international experience of monitoring the employment of higher education institutionsʼ graduates has been carried out. In particular, the system of monitoring of the employment of collegesʼ and universitiesʼ graduates in the United Kingdom has been described in detail. The article compares the current system of graduatesʼ surveys of educational institutions in the UK, which is called “Graduate Outcomes”, with the previous one, which was called “Destination of Leavers from Higher Education”.The systems of research of higher educational institutionsʼ graduatesʼ employment in Australia, the USA, Poland and Russia have been also considered. The introductionʼs expediency of mechanisms of graduatesʼ employment monitoring of foreign countries to the Ukrainian higher education system, including monitoring of young specialistsʼ professional adaptation for the purpose of establishment of its level, has been substantiated.Following the example of a modern survey of graduates in the UK, it has been proposed to improve the system of questions regarding the employment of graduates of educational institutions in Ukraine to verify the formation of the motivational component of professional adaptation.
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Moon, Brian, Barbara Harris und Anne-Maree Hays. „Secondary Curriculum Literacy and Teacher Word-Knowledge: Further Findings from a Western Australian ITE Cohort Study“. Australian Journal of Teacher Education 46, Nr. 11 (November 2021): 89–109. http://dx.doi.org/10.14221/ajte.2021v46n11.6.
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The Australian Government, in its Professional Standards for Teachers and Australian Curriculum framework, requires that all secondary teachers actively teach the specific literacy of their learning area. Yet achievement of that goal hinges on teachers having first acquired the pre-requisite literate competencies during their own schooling. There are reasons to doubt that this is the case for some graduate teachers, which means attempts to raise standards in schools are beset by a troubling circularity. Here we illustrate the problem with further findings from a Western Australian ITE Cohort Study (n=393), focussing this time on the word knowledge of secondary teaching graduates. Our analysis suggests that some secondary ITE students carry shortcomings from their own schooling that may hamper their ability to teach word knowledge or to self-correct. Current training and resources may thus have limited efficacy for some graduating teachers, placing limits on what can be achieved in schools. We consider the implications for literacy policies and for initial teacher education at secondary level.
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Wilson, Wesley J., und K. Andrew R. Richards. „Socialization of Preservice Adapted Physical Educators: Influence of Teacher Education“. Adapted Physical Activity Quarterly 36, Nr. 4 (01.10.2019): 472–91. http://dx.doi.org/10.1123/apaq.2018-0198.
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Occupational socialization theory has been used to understand the recruitment, education, and socialization of physical education teachers for nearly 40 yr. It has, however, only recently been applied to the study of adapted physical education teachers. The purpose of this descriptive case study was to understand the socialization of preservice teachers in an adapted physical education teacher education graduate-level program. Participants included 17 purposefully selected preservice teachers (5 male and 12 female) enrolled in a yearlong graduate-level adapted physical education teacher education program. Qualitative data were collected using interviews, reflective journaling, and field notes taken during teaching and coursework observations. Data analysis resulted in the construction of 3 themes: overcoming contextual challenges to meet learners’ needs, the importance of field-based teacher education, and coping with the challenges of marginalization. The discussion connects to and advances occupational socialization theory in adapted physical education and suggests that professional socialization may have a more profound influence on preservice adapted physical education teachers than on their physical education counterparts.
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Refinetti, R. „A prolegomenon to the study of graduate research training.“ Advances in Physiology Education 260, Nr. 6 (Juni 1991): S29. http://dx.doi.org/10.1152/advances.1991.260.6.s29.
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Academic physiologists are both teachers and researchers. As a teacher the physiologist has two main tasks, to teach courses and to supervise graduate student research. It is argued that these two tasks involve different pedagogic strategies and therefore should not be confounded with one another. The physiologist who acts as a teacher in a situation of research advising will be an inappropriate advisor and will provide the student with inappropriate research training. When performing the task of graduate advisor, the physiologist should maintain a liberal attitude that fosters the graduate student's research education.
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Redding, Christopher, und Dominique J. Baker. „Understanding Racial/Ethnic Diversity Gaps Among Early Career Teachers“. AERA Open 5, Nr. 2 (April 2019): 233285841984844. http://dx.doi.org/10.1177/2332858419848440.
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The growing evidence on the importance of teacher representation points to the need to better understand the factors shaping the lack of racial/ethnic diversity in the teacher workforce. In this study, we examine the extent to which college major choice explains racial/ethnic gaps in teaching. Drawing on data from the Baccalaureate and Beyond Longitudinal Study, we find that White college graduates are close to twice as likely to major in education compared to Black, Latinx, and other graduates of color. Even among college graduates, respondents who identify as White are 5 percentage points more likely to enter teaching than respondents who identify as Black and 2 percentage points more likely to enter teaching than graduates who identify as Latinx. Regression and decomposition analyses demonstrate that the observed racial/ethnic gaps in entry to teaching can largely be explained by whether a graduate studied education in college.
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Reiser, Linda J. „Professional Development and other Factors That Contribute to the Ability to Integrate Technology into Curriculum“. Journal of Educational Technology Systems 30, Nr. 4 (Juni 2002): 437–60. http://dx.doi.org/10.2190/jb9u-gjbd-lrur-0vwu.
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Many teachers currently use technology in their classrooms as a result of inservice or post-graduate education, particularly those who have applied for and received mini-grants. Twenty-eight teacher respondents from Long Island, New York, completed sixteen multiple-choice and open-ended questions regarding the use of technology, particularly computers within their curriculum. Teachers receiving mini-grants incorporated more complex technology into their lessons. Further, the issues of personal and administrative commitment, time for taking classes and practicing new skills, as well as classroom computer access do make a difference in a teacher's ability to integrate technology into every day classroom lessons.
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Hsiao, Cheng-hua. „Teachers’ Questions and Feedbacks in EFL Classrooms“. International Journal of English Language Education 5, Nr. 2 (19.12.2017): 164. http://dx.doi.org/10.5296/ijele.v5i2.12337.
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Guided questions are crucial in teaching listening courses because they lead students to focus on the critical parts of the course. How teachers ask questions affects their students listening comprehension and output. The purpose of this study was to study the types of teacher questions and the feedback offered by teachers in two listening classes. Two teachers were selected as the subjects: one had taught English for seven years, and the other was a graduate student on an English language teaching master's program. Both subjects were teaching an English listening class as a teaching demonstration that was part of their graduate course. Three research questions were raised in this study: (1) What questioning models did the teachers use in the listening classes? (2) What types of questions were asked in these classes? and (3) What were the functions of the teachers’ feedback on students’ responses? The findings indicated that both teachers adopted a process approach in their teaching of listening classes. The questions that the experienced teacher asked with highest frequency were Wh-questions, whereas the intern asked Yes/No questions. The experienced teacher often used the feedback types of comprehension checking and expansion, whereas the intern often provided evaluations and used repetition in feedback.
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Büyükkarcı, Kağan. „Identifying The Areas For English Language Teacher Development: A Study Of Assessment literacy“. Pegem Eğitim ve Öğretim Dergisi 6, Nr. 3 (21.05.2016): 333–46. http://dx.doi.org/10.14527/pegegog.2016.017.
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Assessing foreign language learning has been considered an indispensable part of language learning process for a long time, especially for the last two decades. Therefore, there is a growing need for language teachers to be more competent in the area of language testing. Keeping in mind that teacher assessment literacy is a key factor in the success of teaching, this study investigates assessment literacy levels of foreign language teachers, and also it seeks to find out whether year of experience and post-graduate education make any difference in language teachers' assessment literacy. Data were collected from in-service teachers, both working for ministry of education and universities by using "assessment literacy inventory". The results indicate that these foreign language teachers have a very low level of assessment literacy. Besides, contrary to other studies, year of experience and post-graduate studies do not really add on teachers' assessment literacies.
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Onwuegbuzie, Anthony J. „Teachers' Attitudes toward Statistics“. Psychological Reports 83, Nr. 3 (Dezember 1998): 1008–10. http://dx.doi.org/10.2466/pr0.1998.83.3.1008.
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Wise's 1985 Attitude Toward Statistics scale was used to obtain normative data for 222 teachers enrolled in graduate classes in statistics and research methods. Comparisons with norms from other studies in which the scale was used indicated that these teachers had less positive attitudes toward the field of statistics and the course than did graduate students in psychology. In addition, the teachers had less positive attitudes toward the field of statistics than did undergraduate students from a variety of disciplines. These differences in attitudes ranged from .55 to .87 standard deviations, indicating moderate to large effect sizes. Recommendations for research include replicating the study.
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Ahmed Endris, Abdurahman, Mohammed Hussen Seid und Khaled Ahmed Abdel-Al Ibrahim. „Teaching Effectiveness of Postgraduate Diploma in Teaching and Integrated Curriculum Graduate Teachers: Investigating Students’ and Teachers’ Perceptions“. Education Research International 2022 (06.07.2022): 1–6. http://dx.doi.org/10.1155/2022/1599038.
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A new teacher education package has been introduced in Ethiopia by the Ministry of Education, which is called the Postgraduate Diploma in Teaching (PGDT), for secondary schools since 2011, replacing the integrated curriculum teacher education program with the purpose of equipping trainees with the knowledge and skills needed. However, little research has been carried out on the effectiveness of the PGDT in relation to the previous (integrated curriculum) programme in the actual practices in secondary schools yet. This study, therefore, aims to assess the students’ and teachers’ perceptions of the teaching effectiveness of the PGDT and integrated curriculum graduate teachers in secondary schools in North Wollo Zone, Ethiopia. Data were gathered from participant students (n = 214) and teachers (n = 16) using purposive sampling. To gather data, questionnaires were employed. The data were analyzed quantitatively using mean, standard deviations, and one-sample t-test. The findings of the study revealed that students and teachers show slightly more positive perceptions of the effectiveness of PGDT, especially in subject matter knowledge; the scores are also significant. However, the results indicated that both the PGDT and integrated curriculum graduate teachers use the lecture method of teaching. Recommendations were forwarded for teacher development, instruction, and research on PGDT. Limitations and future directions of the study are also summarized and discussed.
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Bălănescu, Eleonora Olivia. „ACQUIRING ESP TEACHER COMPETENCE THROUGH THEORY AND PRACTICE“. Journal of Social Sciences IV, Nr. 2 (Mai 2021): 33–42. http://dx.doi.org/10.52326/jss.utm.2021.4(2).03.
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The emergence of English for Specific Purposes (ESP), which is closely linked to particular professions, requires qualified language teachers. Despite the growing demand for courses in ESP in Romania, and the eagerness of universities and private institutions to include these courses in their curricula, insufficient attention has been given to teaching training in this domain. In the absence of under-graduate ESP teacher training programmes, ESP is taught by General English graduates who basically learn as they go. The aim of this paper is to map the territory, that is, to outline the main coordinates on which a framework of ESP teacher training can be developed in Romania. These coordinates refer to the particularities of teaching ESP and to the subsequent teaching practice. The research method consists in combining theoretical considerations with practical advice and suggestions for pre-service teachers.
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Beckett, Gulbahar H., und Andrea Stiefvater. „Change in ESL Graduate Students’ Perspectives on Non-Native English-Speaker Teachers“. TESL Canada Journal 27, Nr. 1 (18.12.2009): 27. http://dx.doi.org/10.18806/tesl.v27i1.1028.
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This article discusses the findings of an ethnographic study that explored the perceptions of ESL graduate students toward non-native English-Speaker Teachers (NNESTs) in the United States, a little researched topic. Analysis of classroom observations and interviews with 12 ESL graduate students from various countries showed that international ESL graduate students were active agents capable of exercising their agencies in evaluations of NNESTs. Overall, students enjoyed having a non-native speaker as their ESL teacher, which suggests that NNESTs have the cultural capital necessary for teaching ESL center courses. The students also reported initial disappointment about the constraints of NNESTs and about their changed attitudes, which seemed to be connected to changes in their teachers’ confidence and effectiveness in classroom management. Suggestions for further research and practice are made.
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Zacharias, Nugrahenny T. „A study of three Indonesian teachers’ participation in a US graduate program“. Indonesian JELT: Indonesian Journal of English Language Teaching 12, Nr. 1 (31.05.2017): 39–59. http://dx.doi.org/10.25170/ijelt.v12i1.1460.
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Many research have focused on the identity construction of Asian teachers (see, among others, Chang, 2004; Cui, 2006; Ha & Que, 2006; Tang, 1997; and Tsui, 2007). Among all these, studies focusing on Indonesian teacher identity construction are rare. Thus, the study aimed at filling the gap. The study examined the identity development of three Indonesian English teachers navigating in an in-service program in the US. The study found that their identities varied with one subject experienced identity shift while others illustrate the case of identity as relatively permanent. Whereas previous studies on L2 teachers have focused primarily on the construction of teacher identity per se, the findings of the study indicated that the construction of the three Indonesian teacher identities were grounded in other identity options such as nonnative speaker, gender as well as learner identity.
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Blair, Robert. „Recruiting Teachers in Colombia“. Phi Delta Kappan 91, Nr. 2 (Oktober 2009): 33–35. http://dx.doi.org/10.1177/003172170909100208.
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Örsdemir, Kübra. „Epistemological Beliefs of Nnest’s based on the Nest-Nnest Dichotomy“. European Journal of Education 1, Nr. 3 (29.11.2018): 73. http://dx.doi.org/10.26417/ejed.v1i3.p73-83.
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The purpose of this study was to understand graduate and post-graduate EFL teachers’ epistemological beliefs based on the standardized English language and their beliefs on the NEST/NNEST dichotomy. In order to gain a deeper understanding two different group of teachers were formed consisting of graduate and post-graduate level of education. The aim was to understand whether or not the level of education affect EFL teachers’ beliefs based on the knowledge concept of standardized English and native speakerism. As a data collection methodology for this mixed methods research design, metaphors and the epistemological belief questionnaire (adapted from Hofer, 2000) were used. The results show that there was a significant difference between the two groups’ epistemological beliefs. While the post-graduate group was more critical about the issue, the graduate group of teachers seemed to highly accept the standardized language concept. The analysis of the metaphorical conceptions also supported the findings of the questionnaires.
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Pérez-Navío, Eufrasio, María Teresa Ocaña-Moral und María del Carmen Martínez-Serrano. „University Graduate Students and Digital Competence: Are Future Secondary School Teachers Digitally Competent?“ Sustainability 13, Nr. 15 (30.07.2021): 8519. http://dx.doi.org/10.3390/su13158519.
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Information and communication technology is very important both for teacher training and for delivering quality education. Therefore, university graduates must have a level of qualification in digital competencies suitable for their entry into the world of work. The research analyzes various aspects related to the use of technological resources by graduate students who were currently studying for a university master’s degree in compulsory secondary education, and the relationship between their use based on gender and/or age. A descriptive cross-sectional survey is carried out. We use an ad hoc questionnaire that shows acceptable reliability. The results show that graduate students make traditional use of ICT—both for searching for information and using digital resources for teaching. Moreover, differences were found based on gender and age regarding participants’ perception of their digital competence.