Thematische Bibliographien / Teachers’ age

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Auswahl der wissenschaftlichen Literatur zum Thema „Teachers’ age“

Autor: Grafiati

Veröffentlicht am 25. Juni 2021

Zuletzt aktualisiert am 29. Juli 2025

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Zeitschriftenartikel zum Thema "Teachers’ age"

Bantilan, Jecyl C., Mary Cris A. Hatagi, and Ellen Joy J. Sombilon. "Gender, Age, and Work Experience as Predictors of Teachers’ Organizational Commitment." Asian Research Journal of Arts & Social Sciences 22, no. 2 (2024): 57–70. http://dx.doi.org/10.9734/arjass/2024/v22i2516.

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Teachers' organizational commitment contributes to the success of educational aspirations. In determining teachers’ commitment, it is important to consider demographic variables that might influence it. Hence, this study aimed to examine the impact of gender, age, and work experience on the organizational commitment of teachers. Using the Raosoft calculator, the researchers selected 150 public secondary teachers as respondents to rate the adopted questionnaire with demographic data. Employing a quantitative non-experimental research design with multiple regression analysis, the researchers des

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Rahida Aini, Mohd Ismail, Arshad Rozita, and Abas Zakaria. "Can Teachers’ Age and Experience influence Teacher Effectiveness in HOTS?" International Journal of Advanced Studies in Social Science & Innovation 2, no. 1 (2018): 144–58. http://dx.doi.org/10.30690/ijassi.21.11.

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

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The teachers are considered to be the most powerful environment for child development. Stress can be defined as the physiological and psychological reaction with which it occurs as a consequence of perception of imbalance between the level of demand placed upon individuals and their capabilities to meet those demands. Stress relates to the causes and consequences of less than optimum performance which is attributable to motivation. Teacher stress has a nationwide concern and relatively new area of empirical factors prepared by teachers as being troublesome or stressful have included students d

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Marshall, Patricia L., Ashley L. Jacot, and Angelita F. Gamble. "How Elementary Teachers Imagine Social Studies in an Age of Teacher Assessments." Social Studies Research and Practice 10, no. 2 (2015): 1–13. http://dx.doi.org/10.1108/ssrp-02-2015-b0001.

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Teacher assessments are becoming increasingly popular in public school improvement plans. These assessments may inadvertently diminish the amount of time and attention teachers perceive they can devote to a traditionally non-tested subject such as social studies. Would teachers’ orientations toward social studies change in a manner that would elevate its status if an assessment resulted in the teachers recognizing they have more direct say over the manner in which they allocate their instructional time? In this paper, we explore this and other questions to investigate how elementary teachers i

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Volkova, E. N. "Psychological Well-being and the Structure of the teacher’s Agency." Vestnik of Minin University 12, no. 2 (2024): 9. http://dx.doi.org/10.26795/2307-1281-2024-12-2-9.

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Introduction. In positive psychology, psychological well-being is associated with personal resources that ensure creative processes and positive changes in a person’s life and activities. Considering agency as the main professional and personal resource of a teacher for positive transformations in modern education, we assume that agency acts as such a resource provided that the teacher perceives himself as a psychologically prosperous person. Psychological well-being in the study is considered within the framework of the PERMA model and represents the teacher’s self-representation of the main

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Sleeter, Christine E. "Teaching for Democracy in an Age of Corporatocracy." Teachers College Record: The Voice of Scholarship in Education 110, no. 1 (2008): 139–59. http://dx.doi.org/10.1177/016146810811000104.

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Background/Context A challenge for teachers who support teaching for and about democracy is doing so while being pressed into directives rooted in corporatocracy, a political manifestation of neoliberalism. The accountability movement today, particularly No Child Left Behind, is rooted in much more firmly in corporatocracy than democracy. Democratically minded teachers face two tasks: negotiating increasingly undemocratic systems in order to find space for democratic teaching, and critically examining what democracy is, including gaps between its ideals and actual practice. Purpose This articl

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Kariková, Soňa. "Teacher profession age particularities." New Educational Review 6, no. 2 (2005): 59–68. http://dx.doi.org/10.15804/tner.05.6.2.05.

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This contribution is addressed to the group of female teachers at the age of over 46. We compared this group with younger female teachers and we examined which attributes are typical of this age category. We tried to compare and analyze anamnestic data, motivation, and some personality characteristics of older female teachers.

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Cavanaugh, Cathy. "Information age teacher education: Educational collaboration to prepare teachers for today’s students." TechTrends 47, no. 2 (2003): 24–27. http://dx.doi.org/10.1007/bf02763421.

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Okan, Sarigoz, and Deveci Duygu. "Examination of pre-school teachers' opinions on mixed age groups in education." Journal of Education and Learning (EduLearn) 17, no. 1 (2023): 16–26. https://doi.org/10.11591/edulearn.v17i1.20607.

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This research was conducted in order to determine the opinions of preschool teachers on eduation with a mixed age group in preschool education. In the research, the case study method, one of the qualitative research methods, was used in order to examine the opinions of the teachers in detail. The study group of the research consists of 12 pre-school teachers who were selected by the criterion sampling method, one of the purposive sampling methods, working in the schools affiliated to the Ministry of National Education in the Kirikhan District of Hatay Province and teaching in classes of mixed

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Leroux, Karen. "“Lady Teachers” and the Genteel Roots of Teacher Organization in Gilded Age Cities." History of Education Quarterly 46, no. 2 (2006): 164–91. http://dx.doi.org/10.1111/j.1748-5959.2006.tb00065.x.

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May the work of the L.T.A. go on ever upward and onward-gaining ground year by year; so that in future it will have its voice in the community, not low & sweet-but clear and resonant showing power and strength; may it gain that strength by increased membership, held together by strong bonds of love.Let us then be up and doing,With a heart for any fate;Still achieving, still pursuingLearn to labor and to wait.1Miss Ophelia S. Newell believed that teachers occupied a public office of unappreciated responsibility. As the secretary of the Lady Teachers' Association (LTA) in Boston, she penned

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Dissertationen zum Thema "Teachers’ age"

Senjov-Makohon, Natalie. "Digital immigrant teachers learning for the information age." Thesis, full-text, 2009. https://vuir.vu.edu.au/2063/.

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This study investigated how experienced teachers learned Information and Communication Technologies (ICT) during their professional development. With the introduction of ICT, experienced teachers encountered change becoming virtually displaced persons – digital immigrants; new settlers – endeavouring to obtain digital citizenship in order to survive in the information age. In the process, these teachers moved from learning how to push buttons, to applying software, and finally to changing their practice. They learned collectively and individually, in communities and networks, like immigrants a

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Senjov-Makohon, Natalie. "Digital immigrant teachers learning for the information age." full-text, 2009. http://eprints.vu.edu.au/2063/1/senjov_makohon.pdf.

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Standen, Richard Phillip, and standen@hn ozemail com au. "The Interplay Between Teachers' Beliefs and Practices in a Multi-Age Primary School." Griffith University. School of Curriculum, Teaching and Learning, 2003. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20030730.102127.

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The purpose of the research documented in this thesis is to investigate how one particular approach to groupings in one primary school, commonly referred to as multi-age, enables and constrains the practices and actions of its individual teachers. This study is located in a literature that examines the potential that beliefs and belief systems offer for understanding how teachers make sense of, and respond to particular educational contexts. It will be of particular interest to the community of scholars who are investigating the uptake of curriculum innovations in the classrooms of individual

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Standen, Richard Phillip. "The Interplay Between Teachers' Beliefs and Practices in a Multi-Age Primary School." Thesis, Griffith University, 2003. http://hdl.handle.net/10072/367294.

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Lynch, Dale P. "Teachers' Expressed Beliefs and Practices About Developmentally Appropriate Education of Multi-age and Single-age Classrooms." Digital Commons @ East Tennessee State University, 1997. https://dc.etsu.edu/etd/2943.

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The purpose of this study was to determine the expressed beliefs and practices about developmental education from early childhood teachers in Tennessee's First Educational District. A questionnaire measuring expressed beliefs and practices was administered to teachers (kindergarten through third grade) in public schools with both multi-age and single-age classrooms. The area of teaching specialization along with the number of years taught within the organization structure are paramount in the study. Teachers' expressed beliefs concerning the amount of outside influences with planning and imple

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Zeelie, Shani Antoinette. "Exploring the relationship between teacher profiles, professional development and learners’ reading literacy achievement." Diss., University of Pretoria, 2020. http://hdl.handle.net/2263/80428.

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This study, drawing on the Progress in International Reading Literacy (PIRLS) Literacy 2016 learner achievement data, aimed to examine the relationship between teacher profiles in terms of teachers’ age, years of experience and formal qualification, teachers’ participation in formal and informal professional development activities and South African Grade 4 learners’ reading literacy achievement when controlling for the socio-economic status of the learners. To accommodate all the variables used in the study, a new conceptual framework was developed. This study was initiated as a result of the

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Curtis, Diane M. Smith. "On becoming a competent multi-age practitioner." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape7/PQDD_0019/MQ54878.pdf.

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Jacobson, Gilbert R. "An analysis of the decisions of New York State school districts to accept or reject the State's early retirement incentive plan /." Access Digital Full Text version, 1987. http://pocketknowledge.tc.columbia.edu/home.php/bybib/10692265.

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LaFever, Kathryn S. "Interdisciplinary Teacher Education: Reform In the Global Age." Oxford, Ohio : Miami University, 2008. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=miami1228748083.

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Simerly, Jennifer A. "Teachers’ Perceptions of Students’ Readiness for Kindergarten." Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/etd/2369.

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The increase in the number of parents who decide not to enroll their children into a formal kindergarten once they become of age has triggered questions of what impacts readiness. The act of redshirting has doubled since 1980. Redshirting is simply delaying a child’s entry into kindergarten by 1 year after they become age eligible to enroll. Parents want to make sure that with high stakes testing, a more demanding curriculum, and an increase in rigorous standards that their children are ready to start kindergarten with the best opportunity for success. The purpose of this study was to examine

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Bücher zum Thema "Teachers’ age"

Wijeysingha, E. For a better age. Candid Creation Pub., 2009.

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Western Australia. Education Department. Human Resource Policy & Planning. Age profile: Issues paper. The Dept., 2000.

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Hargreaves, Andy. Changing teachers, changing times: Teachers' work and culture in the postmodern age. Teachers College Press, 1994.

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Stewart, Linda, and Davis Laura. Teachers as avatars: English studies in the digital age. Hampton Press, 2011.

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inc, National Evaluation Systems. Teachers: Supply and demand in an age of rising standards. National Evaluation Systems, 2000.

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Pederson, Cole. Space age agriculture: A resource book for teachers, division 3. Edited by Archibald John, Morris David, and Alberta Agricultural Education Branch. Alberta Agriculture, 1988.

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Keane, William G. Win win or else: Collective bargaining in an age of public discontent. Corwin Press, 1996.

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Sustrin, Sheila. The teacher who would not retire. Blue Marlin Publications, 2002.

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Archibald, John. Space age agriculture: A resource book for teachers, division 3, science. 2nd ed. Alberta Agriculture, 1992.

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LeBlanc, Paul. Writing teachers writing software: Creating our place in the electronic age. National Council of Teachers of English, 1993.

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Buchteile zum Thema "Teachers’ age"

Moran, Clarice M., and Damiana Gibbons Pyles. "Teachers First." In Reimagining Literacy in the Age of AI. Chapman and Hall/CRC, 2025. https://doi.org/10.1201/9781003510635-6.

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Hess, Mary E. "Teacher Formation in a Digital Age." In Formation of Teachers for Catholic Schools. Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-19-4727-8_10.

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Harwood, Debra, Dane Marco Di Cesare, and Karen Julien. "Teachers’ digital practices in the classroom." In Early Learning in the Digital Age. SAGE Publications Ltd, 2019. http://dx.doi.org/10.4135/9781526463173.n12.

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Masterman, Liz. "The Challenge of Teachers’ Design Practice." In Rethinking Pedagogy for a Digital Age. Routledge, 2019. http://dx.doi.org/10.4324/9781351252805-8.

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Burridge, Nina, and John Buchanan. "Teachers as Changemakers in an Age of Uncertainty." In Empowering Teachers and Democratising Schooling. Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-19-4464-2_6.

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Anushalalitha, T. "Open Education Resources and New Age Teachers." In Lecture Notes in Networks and Systems. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-23162-0_67.

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Leskinen, Jasmiina, Kristiina Kumpulainen, and Anu Kajamaa. "Finnish teachers' leadership narratives in a school's makerspace." In Nordic Childhoods in the Digital Age. Routledge, 2022. http://dx.doi.org/10.4324/9781003145257-13.

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Karing, Constance, Tobias Rausch, and Cordula Artelt. "Teacher Judgement Accuracy—Measurements, Causes and Effects." In Educational Processes, Decisions, and the Development of Competencies from Early Preschool Age to Adolescence. Springer Fachmedien Wiesbaden, 2024. http://dx.doi.org/10.1007/978-3-658-43414-4_10.

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AbstractThe formation of accurate judgements on students’ performance is often considered as part of teachers’ professional competence. Moreover, inaccurate judgements are seen as determinants of social inequality. Using data of BiKS-8-18 on teacher ratings and student performance, the paper gives an overview on different theoretical approaches and operationalization of judgement accuracy as well as their results in terms of homogeneity, stability over time, inter-individual differences and the effects of judgement accuracy on students’ further achievement. Primary school teachers outperform s

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Munoz, Darwin, Rita L. Cruz, Leipzig Guzmán, and Laura Reyes Alardo. "The Dominican Republic and the Digital Competencies of Future Teachers in the Digital Age." In Digital Literacy for Teachers. Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-19-1738-7_12.

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Fan, Xiying, and Gang Wu. "Foreign Language Teachers’ Professional Development in Information Age." In Communications in Computer and Information Science. Springer Berlin Heidelberg, 2011. http://dx.doi.org/10.1007/978-3-642-18134-4_37.

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Konferenzberichte zum Thema "Teachers’ age"

Pombo, Pedro, Paulo Nunes, José Lopes, and Carolina Magalhães. "STEAM IN PRIMARY EDUCATION: CONTRIBUTIONS FOR TEACHERS ́ COMPETENCE IN THE TECHNOLOGICAL AGE." In 17th International Conference on Education and New Learning Technologies. IATED, 2025. https://doi.org/10.21125/edulearn.2025.1666.

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Jegede, Philip. "Age and ICT-Related Behaviours of Higher Education Teachers in Nigeria." In InSITE 2009: Informing Science + IT Education Conference. Informing Science Institute, 2009. http://dx.doi.org/10.28945/3384.

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The study examined ICT attitude, competence, and use pattern of teacher educators. It also examined the effect of age of educators on time used in interacting with ICT. Four hundred and sixty seven teacher educators from 10 teacher education institutions (5 colleges of education and 5 universities) participated in the study. Data were collected with the aid of four research instruments. Resulting data were analyzed using One-way ANOVA and Chi-square statistics. Findings revealed that age is not a factor when considering the attitudes, competence and use pattern of teacher educators. In additio

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G S, Padmashree, and Mamatha H K. "TRANSFERENCE OF TEACHERS’ EMOTIONAL INTELLIGENCE TO STUDENTS DURING ADOLESCENCE." In International Conference on Education and New Developments. inScience Press, 2022. http://dx.doi.org/10.36315/2022v1end088.

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"Introduction. This study explores the impact of teachers’ emotional intelligence on the emotional intelligence of students aged between 14 to 16 yrs. studying in the 9th and 10th grade. The study is interested to understand the level of transference of teachers’ emotional intelligence to the students through the teacher-student interactions that happen at schools. This is the age where the students are highly vulnerable to their surroundings and need highest support from teachers and teachers’ way of behavior has huge impact is the hypothesis. Background. Adolescence is a very vulnerable age

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YUAN, XIULI, and HONGRU JIA. "A STUDY INTO THE CURRENT SITUATION AND COUNTERMEASURES OF TPACK FOR PRIMARY SCHOOL MATHEMATICS TEACHERS IN INNER MONGOLIA." In 2021 INTERNATIONAL CONFERENCE ON ADVANCED EDUCATION AND INFORMATION MANAGEMENT (AEIM 2021). Destech Publications, Inc., 2021. http://dx.doi.org/10.12783/dtssehs/aeim2021/35999.

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Abstract. Technological Pedagogical Content Knowledge (TPACK) is a new type of teacher knowledge framework, a new definition of the structure of teachers' professional knowledge in the information age, and an important indicator for evaluating teachers' information teaching ability in the information age. This paper first introduces the design of the TPACK questionnaire; then conducts a statistical analysis of the data after the survey (the basic situation of the primary school mathematics teacher in Inner Mongolia and the analysis of the status quo of the teacher TPACK). Based on the existing

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Yeshayahu, Shai, Eric Strain, and Maria University of Las Vegas Nevada. "No Time to Think: A Theory about What Architects Do in the Age of Artificial Intelligence [AI]." In 2019 ACSA Teachers Conference. ACSA Press, 2019. http://dx.doi.org/10.35483/acsa.teach.2019.36.

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History tells us that the nine-square grid did not ignite the education of an architect,1 blobitecture did not stifle it,2 and DIY software is not killing the profession.3 Instead, the duration of time allotted to aggregate knowledge and implement research in both learning and practice is under attack. At risk is the logic for how humans cede cognitive praxes to machines.4 In other words, for space thinkers and designers, the time to out-put results is vastly shrinking, challenging the ways we teach, learn, and gain the ability to apply innovative research outputs mindfully. Should having no t

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Ming, Li, Kuncharee Kakhai, and Yuwen Meng. "PROBLEMS AND COUNTERMEASURES OF DOUBLE-QUALIFIED TEACHER COMPETENCE IN VOCATIONAL COLLEGES - TAKING GUANGXI REGION AS AN EXAMPLE." In THE 2023 INTERNATIONAL CONFERENCE ON CREATIITY, MANAGEMENT, EDUCATION, TECHNOLOGY AND SCIENCES. EDUCATION STUDIO, 2023. http://dx.doi.org/10.62788/38fe1wk.

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With the rapid development of vocational education, how to improve the competence of double-qualified teachers in vocational colleges and improve the quality of vocational education is particularly important. In this study, 292 teachers from vocational colleges in Guangxi region are selected as research objects, and quantitative and qualitative research is carried out in seven aspects, such as teaching age, gender, education level, title, vocational qualification grade, double-qualified teacher qualification grade, and teaching profession, etc., to construct four dimensions of teacher's knowle

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Izzati, Dr. "Study Learning Style for Early Childhood Age." In 9th International Conference for Science Educators and Teachers (ICSET 2017). Atlantis Press, 2017. http://dx.doi.org/10.2991/icset-17.2017.23.

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Marinič, Peter, and Pavel Pecina. "AGE STRUCTURE OF TEACHERS IN SELECTED EU COUNTRIES." In 16th International Technology, Education and Development Conference. IATED, 2022. http://dx.doi.org/10.21125/inted.2022.2090.

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Koptseva, Tatiana A. "Innovative Forms Of Art Teachers’ Activities." In EEIA 2019 - International Conference "Education Environment for the Information Age". Cognitive-Crcs, 2019. http://dx.doi.org/10.15405/epsbs.2019.09.02.51.

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Yamamoto, Junko. "PRESERVICE TEACHERS' ADOPTION OF A MAKERSPACE." In International Conference Cognition and Exploratory Learning in Digital Age 2019. IADIS Press, 2019. http://dx.doi.org/10.33965/celda2019_201911l029.

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Berichte der Organisationen zum Thema "Teachers’ age"

Mills, Reece, Terri Bourke, Martin Mills, et al. Painting a Picture of Career Change Teachers in Queensland. Queensland University of Technology, 2025. https://doi.org/10.5204/rep.eprints.257421.

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Painting a Picture of Career Change Teachers in Queensland reports on a phase of the Australian Research Council Linkage Project titled Career Change Teachers: Addressing teacher shortages in Australia (ARCLP210300839). The research aims to address teacher shortages by generating a better understanding of the employee group termed career change teachers (CCTs) – individuals who enter the teaching profession after 25 years of age from other careers – by informing policy and school practices that support their retention.

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Elacqua, Gregory, and Leonardo Rosa. Teacher transfers and the disruption of Teacher Staffing in the City of Sao Paulo. Inter-American Development Bank, 2023. http://dx.doi.org/10.18235/0004737.

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This paper analyzes preferences for certain school attributes among in-service teachers. We explore a centralized matching process in the city of Sao Paulo that teachers must use when transferring schools. Because teachers have to list and rank their preferences for schools, we can estimate the desirability of school attributes using a rank-ordered logit model. We show that the schools distance from the teachers home, school average test scores, and teacher composition play a central role in teacher preferences. Furthermore, we show that preferences vary according to teacher characteristics, s

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Filmer, Deon, Ezequiel Molina, and Waly Wane. Identifying Effective Teachers: Highlights from Four Classroom Observation Tools. Research on Improving Systems of Education (RISE), 2022. http://dx.doi.org/10.35489/bsg-rise-ri_2022/038.

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Teachers explain a significant share of variation across students’ achievement (Araujo et al., 2016; Bold et al., 2019; Dobbie and Fryer, 2013). But these achievements are poorly correlated with teachers’ observable characteristics including age, gender, education, experience, and hours in the school (Aaronson et al., 2007; Kane and Staiger, 2008; Rockoff et al., 2008). This suggests there could be other factors such as teachers’ content knowledge, pedagogical knowledge, classroom behaviour, and other practices that are potentially important determinants of students’ academic performance. Ther

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Chea, Phal, Chankoulika Bo, and Ryuto Minami. Cambodian Secondary School Teachers’ Readiness for Online Teaching During the Covid-19 Pandemic. Cambodia Development Resource Institute, 2022. https://doi.org/10.64202/wp.134.202205.

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The Covid-19 pandemic locked students all around the world out of school and caused unprecedented educational disruptions for more than two years. Like other countries, Cambodia switched from the traditional physical classrooms to online and distance learning during school closures. Cambodian schools were able to reopen their doors briefly at the end of 2020 after the first nationwide school closure in March earlier that year. However, largescale community outbreaks in February 2021 forced schools to close again. There have been successful lessons in developed countries where online learning a

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Ma, Luhong. The influence of self-efficacy on burnout and professional development of physical education teachers in the digital age: a systematic review. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, 2023. http://dx.doi.org/10.37766/inplasy2023.6.0026.

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Midak, Liliia Ya, Ivan V. Kravets, Olga V. Kuzyshyn, et al. Augmented reality while studying radiochemistry for the upcoming chemistry teachers. [б. в.], 2021. http://dx.doi.org/10.31812/123456789/4627.

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The objective of the research is developing a mobile application (on Android) designed to visualize the basic definitions of the discipline “Radiochemistry and radioecology” in 3D. Studying the education material of this discipline (phenomena of radionuclide, radioisotope, the nucleus, the fundamental particle etc and their specifics) requires a more sophisticated explanation from the teacher and dynamic dimensional image from the student. Decent detailed visualization of the study material makes this process easier. So applying the augmented reality is rational for the purpose of visualizing

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Koh, Teck Seng. Enhancing STEM education through improvisational tinkering and computational thinking: A professional development package for Singapore teachers. National Institute of Education, Nanyang Technological University, Singapore, 2023. https://doi.org/10.32658/10497/27371.

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IMprovisational Tinkering (MT) emphasizes the creative, improvisational nature of problem solving that is the hallmark of MT as an educative, inquiry-based practice in Science, Technology, Engineering and Mathematics (STEM) education. Broadly, Improvisational Tinkering refers to the skill involved in Computational Thinking (CT) refers to MT and CT align with the aspirations of the Singapore education system. The school Science curricula places, at the heart of its curricula framework, the learners to apply themselves meaningfully in the new digital age.

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Alifia, Ulfah, Rezanti Putri Pramana, and Shintia Revina. A Policy Lens on Becoming a Teacher: A Longitudinal Diary Study of Novice Teacher Professional Identity Formation in Indonesia. Research on Improving Systems of Education (RISE), 2022. http://dx.doi.org/10.35489/bsg-rise-wp_2022/096.

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The early years of a teacher’s career are crucial to the formation of their professional identity—a complex process of reconciling their personal attributes with the demands of the profession. This study explores the identity formation of novice teachers in Indonesia and seeks to identify the various aspects that shape this process. Specifically, we examine how Indonesia’s current teacher policy landscape affects novice teachers’ perspectives on teaching and their profession. Through a longitudinal bimonthly diary study conducted over two years, we find that the novice teachers’ stories about

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Kolesova, N. A. Educational and methodological manual for teachers of preschool educational organizations "Elements of fairy-tale therapy in the socio-communicative development of older preschool children". Sib-expertise, 2022. http://dx.doi.org/10.12731/er0532.03022022.

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The textbook emphasizes the relevance of the problem of the socio-communicative development of children of older preschool age. The manual consists of two chapters: the first chapter reveals general approaches and features of using elements of fairy-tale therapy in working with children of older preschool age to form their socio-personal competencies, describes the features of perceptions of preschool-age children when reading tales into their hearing, and also reveals the use of elements of fairy-tale therapy in pedagogical measures for the socio-communicative and speech development of older

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Yusrina, Asri, Emilie Berkhout, Daniel Suryadarma, and Luhur Bima. Can the Teacher Professional Education Admission Criteria in Indonesia Predict Teacher Performance? Research on Improving Systems of Education (RISE), 2023. http://dx.doi.org/10.35489/bsg-rise-ri_2023/055.

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Studies find that effective teachers raise student test achievement and lead to higher future earnings for the students (Chetty et.al, 2014; Hanushek, 2011). Teacher selection and the criteria used in making the selection are important because they aim to identify such effective teachers. Identifying teachers with such potential is relatively more cost-effective than other policies applied after the teachers have teaching jobs (Klassen and Kim, 2019; Hobson et al., 2010). Many studies focus on selecting teachers based on the information collected at the time of hire to predict student outcomes

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