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Journal articles on the topic 'Adult education teachers. Teachers Performance Teaching'

Author: Grafiati

Published: 4 June 2021

Last updated: 21 February 2023

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1

Antera, Sofia. "Being a Vocational Teacher in Sweden: Navigating the Regime of Competence for Vocational Teachers." International Journal for Research in Vocational Education and Training 9, no. 2 (2022): 269–93. http://dx.doi.org/10.13152/ijrvet.9.2.6.

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Context: Vocational teachers are called to constantly meet the upcoming needs in social and working life. In Sweden, the high demand for vocational teachers has led to their recruitment in the early stages of vocational teacher studies or even before teacher training. Entering this new community of practice, vocational teachers cross boundaries between their previous occupation and their teaching job, mediating the introduction of competence between them. In this context, the study explores vocational teachers' competence through their own perceptions, addressing important competence areas, as

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Siebenaler, Dennis J. "Analysis of Teacher-Student Interactions in the Piano Lessons of Adults and Children." Journal of Research in Music Education 45, no. 1 (1997): 6–20. http://dx.doi.org/10.2307/3345462.

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The purpose of this investigation was to identify and describe the characteristics of effective teaching in the piano studio. Thirteen piano teachers were videotaped with one adult student and one child student during three consecutive lessons each. An 8- to 12-minute segment showing work on a piece in progress was excerpted from each of the 78 lessons. Computerized observation procedures, designed specifically for this and related research, were used to record and analyze teacher behavior, student behavior, and lesson progress. Ten representative excerpts were evaluated by five expert piano p

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Kallenbach, Silja, and Julie Viens. "Open to Interpretation: Multiple Intelligences Theory in Adult Literacy Education." Teachers College Record: The Voice of Scholarship in Education 106, no. 1 (2004): 58–66. http://dx.doi.org/10.1177/016146810410600107.

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This paper discusses how adult literacy educators chose to apply multiple intelligences (MI) theory. The findings fall into two categories of teachers’ interpretation, MI-inspired instruction, and MI reflections. The resulting findings were that these Mi-inspired teaching approaches helped to reduce teacher directedness and increase student control and initiative; to increase the authenticity of the learning experiences; and to make learning meaningful or relevant to students. Having Mi-based learning choices made adult learners more confident about taking greater control of their own learning

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Kim, Youngjun. "The Needs of Professional Teacher-Type Qualification Convergence of Lifelong Education Professional Personnel for Individuals with Developmental Disabilities: Focusing on FGI." Korean Society of Culture and Convergence 44, no. 6 (2022): 721–52. http://dx.doi.org/10.33645/cnc.2022.6.44.6.721.

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The purpose of this study was to analyze the needs of the professional teacher-type qualification level in fostering professional human resources for lifelong education for individuals with developmental disabilities. As for the research method, FGI was applied by forming five teams for each job type targeting professors, center directors, special teachers, rehabilitation counselors, and speech language pathologists in related fields. First, it was found that the function and context of the school should be reflected in the training of professional manpower for lifelong education for individua

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Solong, Najamuddin Petta, and Luki Husin. "PENERAPAN KOMPETENSI KEPRIBADIAN GURU PAI." TA'DIBUNA: Jurnal Pendidikan Agama Islam 3, no. 2 (2020): 57. http://dx.doi.org/10.30659/jpai.3.2.57-74.

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This study aims to analyze the application of the personal competence of Islamic education teachers in Madrasah Aliyah Muhammadiyah Kota Gorontalo shown in three domains of personality competence consisting of three competency aspects, namely: acting in accordance with religious, legal, social, and national cultural norms; show an adult and exemplary person; and work ethic, sense of responsibility and pride in being a teacher. Research on this is reinforced by the results of teacher performance assessments on teacher personality competencies by the principal according to the data obtained in t

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Moreno-Crespo, Pilar, Olga Moreno-Fernández, and Encarnación Pedrero-García. "Negative Stereotypes Towards Older People. A Study with Teachers in Initial Training." Revista Electrónica Educare 26, no. 1 (2022): 1–20. http://dx.doi.org/10.15359/ree.26-1.19.

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Objective. To describe whether there are stereotypes towards older adults by the group of teachers in initial training. Method. The approach was quantitative and not probabilistic through a statistical study with university students preparing to become primary school teachers in the Spanish education system. This training profile includes adult and senior education as an additional professional opportunity. The sample (n=110) has been selected among students of the Primary Education Degree. We have applied the Negative Stereotype Questionnaire for the Elderly (CENVE) and the Educational Stereo

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KAZACHINER, O. "METHODOLOGICAL APPROACHES TO RESEARCHING THE PROBLEM OF PHILOLOGY TEACHERS’ INCLUSIVE COMPETENCE DEVELOPMENT IN THE SYSTEM OF POSTGRADUATE EDUCATION." ТHE SOURCES OF PEDAGOGICAL SKILLS, no. 20 (November 22, 2017): 124–28. http://dx.doi.org/10.33989/2075-146x.2017.20.209785.

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The methodological concept of philological disciplines teachers’ inclusive competence development in the system of postgraduate education is considered.Understanding of the essence of philological disciplines teachers’ inclusive competence development is determined by the main approaches to its research, which include: systemic, humane, andragogical, axiological, subject, team, acmeological and competence.The systemic approach allows to consider philological disciplines teachers’ inclusive competence development on the principles of unity of theory and practice, integrity and interconnection o

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Brooms, Derrick R. "Black Otherfathering in the Educational Experiences of Black Males in a Single-Sex Urban High School." Teachers College Record: The Voice of Scholarship in Education 119, no. 11 (2017): 1–46. http://dx.doi.org/10.1177/016146811711901102.

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Background/Context A good deal of research has been written about the problems and challenges facing Black male youth in their educational endeavors, ranging from academic performances, aspirations, and outcomes to student–teacher relationships, social experiences, and identity development. Statements calling for more Black male teachers abound in current educational discourse, and a number of studies have focused on their experiences in teaching, their pedagogical practices, and their role within the school setting. However, little attention has been given to how Black male students experienc

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Ariem, Jennifer Garingarao, and Esmen Macadaan Cabal. "Science Teachers’ Teaching Styles, Students’ Learning Styles and Their Academic Performance in The Secondary Public Schools of Zambales." International Journal of Multidisciplinary: Applied Business and Education Research 2, no. 10 (2021): 951–59. http://dx.doi.org/10.11594/ijmaber.02.10.13.

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This research was conducted to determine the relationship of Science teachers’ teaching styles and the students’ learning styles and academic performance. The study was conducted among the public secondary school in Subic, Zambales during the academic year 2018 – 2019. The descriptive survey research design was used where the teaching styles of eighty-five teachers and six hundred high school students. Data were analyzed using the percentage, mean and chi square test. The findings of the study revealed that the science teachers are adults with the most of them are female. The students are teen

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Narulita Dewi, Nita Sari, Neni Marlina, and Yusup Supriyono. "The Quest of Self-Directed Learning of Adult EFL Learners In Indonesian Higher Education Context." JEELS (Journal of English Education and Linguistics Studies) 6, no. 1 (2022): 73–90. http://dx.doi.org/10.30762/jeels.v6i1.87.

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This research is aimed at questing adult EFL learners’ self-directed learning performance in an Indonesian University. A case study is purposely employed to probing the learning behavior performed by adult learners when English language learning is taken as the context of this research carried out. Three student teachers are determined to be interviewed to obtain data. The acquired data is analyzed using thematic analysis by Braun and Clarke (2006). The study discovers that the EFL learners performed various activities presenting their self-directed learning in terms of learning motivation, le

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Dewi, Nita Sari Narulita, Neni Marlina, and Yusup Supriyono. "THE QUEST OF SELF-DIRECTED LEARNING OF ADULT EFL LEARNERS IN INDONESIAN HIGHER EDUCATION CONTEXT." JEELS (Journal of English Education and Linguistics Studies) 6, no. 1 (2019): 73–90. http://dx.doi.org/10.30762/jeels.v6i1.1123.

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This research is aimed at questing adult EFL learners’ self-directed learning performance in an Indonesian University. A case study is purposely employed to probing the learning behavior performed by adult learners when English language learning is taken as the context of this research carried out. Three student teachers are determined to be interviewed to obtain data. The acquired data is analyzed using thematic analysis by Braun and Clarke (2006). The study discovers that the EFL learners performed various activities presenting their self-directed learning in terms of learning motivation, le

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Krivolap, Yelena. "THE CONTENT OF PRIMARY SCHOOL TEACHERS’ TRAINING FOR THE CREATIVE POTENTIAL DEVELOPMENT OF PRIMARY SCHOOL STUDENTS IN POSTGRADUATE EDUCATION." Aesthetics and Ethics of Pedagogical Action, no. 14 (September 9, 2016): 163–72. http://dx.doi.org/10.33989/2226-4051.2016.14.171610.

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One of the problems of primary school teachers’ training in postgraduate education is to prove the guidelines vector of teaching activities on the development of creative abilities of every child. From the early school years it is necessary to enhance the student’s tendency to creative performance with new creative and intellectual abilities and effective methodologies. The realia of the new millennium requires the activation of personality’s creative potential, creative activity of primary school students, creating psychological and pedagogical conditions for their professional self-expressio

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Park, Heebon. "Student perceptions of the benefits of drama projects in university EFL." English Teaching: Practice & Critique 14, no. 3 (2015): 314–34. http://dx.doi.org/10.1108/etpc-06-2015-0047.

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Purpose – The purpose of this study is to address the situation that although the theoretical benefits of using drama projects in the Teaching of English as a Foreign Language (TEFL) have been described in a number of studies, researchers have identified a lack of literature on their practical use, particularly in terms of different institutional settings, teaching styles, learning styles and proficiency levels. This paper therefore describes three case studies in universities in Korea, showing that the use of drama projects can be successfully used in different teaching situations and is an e

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Østern, Anna-Lena, and Kristin Solli Schøien. "Professional orality as a special field of knowledge in teacher education – a position paper." Nordisk tidsskrift for utdanning og praksis 13, no. 1 (2019): 111–32. http://dx.doi.org/10.23865/ntup.v13.1899.

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An important part of teachers’ work constitutes being seen, heard and understood in communicative practice in encounters with pupils, colleagues and parents. This performative relational communication practice is a cross-disciplinary competence, which, independent of subject, is of great importance for the performance of pedagogical practice. The teaching profession is a phonic profession, and personal expression through language, voice, body, gaze and face is of decisive importance in a teacher’s daily work. In this position paper the elements of this competence are described. The authors ide

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Østern, Anna-Lena, and Kristin Solli Schøien. "Professional orality as a special field of knowledge in teacher education – a position paper." Nordisk tidsskrift for utdanning og praksis 13, no. 1 (2019): 111–32. http://dx.doi.org/10.23865/up.v13.1899.

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An important part of teachers’ work constitutes being seen, heard and understood in communicative practice in encounters with pupils, colleagues and parents. This performative relational communication practice is a cross-disciplinary competence, which, independent of subject, is of great importance for the performance of pedagogical practice. The teaching profession is a phonic profession, and personal expression through language, voice, body, gaze and face is of decisive importance in a teacher’s daily work. In this position paper the elements of this competence are described. The authors ide

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Yushchenko, N. S. "Ways of Developing Musical Taste in Adolescents in the Process of Mastering Vocal Works of Foreign Pop." Uchenye Zapiski RGSU 19, no. 4 (2020): 186–93. http://dx.doi.org/10.17922/2071-5323-2020-19-4-186-193.

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the modern cultural preferences of children and youth pose the task for teachers of aesthetic education of students, the formation of their musical tastes in the process of teaching. This problem receives a special sound when students of foreign pop are included in the educational repertoire. On the one hand, children get the opportunity to expand their horizons, deepen ideas about the styles and genres of modern music, get acquainted with the work of famous foreign pop singers of the past and the present, master new techniques of performance, increase the level of proficiency in a foreign lan

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Baskan, Gulsun Atanur. "Editor message." Contemporary Educational Researches Journal 7, no. 1 (2017): 1. http://dx.doi.org/10.18844/cerj.v7i1.2028.

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 Dear Readers,  It is the great honor for us to publish seventh volume, first issue of Contemporary Educational Researches Journal.  Contemporary Educational Researches Journal welcomes original empirical investigations and comprehensive literature review articles focusing on educational issues. The journal is an international peer-refereed journal that promotes the researches in the field of contemporary teaching and learning approaches and theories. The scope of the journal includes, but is not limited to; the following major topics as they relate to: Active Learning, Admin

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Żammit, Jacqueline. "Maltese Educators’ Perceptions of Democracy, Equality and Justice in Multicultural Education." IAFOR Journal of Education 9, no. 1 (2021): 153–71. http://dx.doi.org/10.22492/ije.9.1.09.

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The perceptions and attitudes of educators towards multicultural education are strongly correlated to the manner in which multicultural education is applied. Previous research indicates that culture undeniably has an effect on education, nonetheless, education administrators may not have enough knowledge about multicultural education practices. The aim of the study was to identify the perceptions and interpretations of multicultural teaching from seventeen respondents employed as educators. These educators were all Maltese, teaching Maltese as a second language to adult learners who originated

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Ng, Lui-Kwan, and Chung-Kwan Lo. "Enhancing Online Instructional Approaches for Sustainable Business Education in the Current and Post-Pandemic Era: An Action Research Study of Student Engagement." Education Sciences 13, no. 1 (2022): 42. http://dx.doi.org/10.3390/educsci13010042.

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The outbreak of the COVID-19 pandemic has pushed traditional classroom instruction to fully online teaching and learning modes. Higher education institutions in China were among the first to shift to these new modalities. The innovative integration of techno-pedagogies with the advancement of information communication technologies and multimedia applications made these rapid changes feasible in practice. However, the shift from traditional to fully online instruction was challenging. Student disengagement and learning performance losses due to these pedagogical changes have impacted the sustai

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Rolph, Chris. "Using School-Level Data to Investigate the Impact of a One-to-One Mathematics Teaching Resource in English Primary Schools." Education Sciences 11, no. 11 (2021): 740. http://dx.doi.org/10.3390/educsci11110740.

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This research investigates the potential for a one-to-one coaching tool used by adults other than teachers to be able to deliver greater mathematics progress for primary school children without adding significantly to school costs. Plus 1 and Power of 2 (+1 and Po2) are workbooks designed to be used by adults other than teachers working on a one-to-one basis with children to develop numeracy skills. This quantitative study seeks to examine the impact of +1 and Po2 by considering performance data aggregated at the school level. The attainment of children at 1071 English schools which use the +1

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Liu, Jiatong. "Educational Implications of Private Speech for Children’s Problem-solving Abilities." Journal of Education, Humanities and Social Sciences 8 (February 7, 2023): 1621–27. http://dx.doi.org/10.54097/ehss.v8i.4535.

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This paper analyzes the educational implications of using private speech and discusses whether the instruction and guidance of private speech should be a practical teaching strategy for teachers at school and help students master more skills on how to solve multifaceted tasks. It is crucial to comprehend the definition and characteristics of private speech from the perspective of Piaget’s and Vygotsky’s theories. According to the development trajectory of private speech, the frequency of using it varies with age, tasks, and literacy levels. This utterance is most prevalent from the age of 2 to

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Balayar, Bhoj B., and Michael R. Langlais. "Parental Support, Learning Performance, and Socioemotional Development of Children and Teenagers During the COVID-19 Pandemic." Family Journal 30, no. 2 (2021): 174–83. http://dx.doi.org/10.1177/10664807211052496.

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In spring and fall 2020, most schools across the globe closed due to the ongoing threat of the COVID-19 pandemic. Online and remote learning (ORL) modalities were implemented to continue children’s education and development. Yet, the change in educational delivery increased parental responsibilities in cultivating their children. We examined the determinants related to students’ learning performance before and during the COVID-19 period in association with psychosocial behaviors (such as socialization, internalizing and externalizing behavior, and motivation) and other factors, including paren

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Rubí González, Patricia S., Luis De la Barra Vivallos, Hardy Schaefer, and Pablo Vergara-Barra. "The role of feedback in training psychiatrists." Journal of Mental Health Training, Education and Practice 14, no. 4 (2019): 242–50. http://dx.doi.org/10.1108/jmhtep-02-2019-0009.

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Purpose Feedback is a tool that informs students about their learning process and facilitates necessary changes. It looks for the students’ own perceptions of their performance and how to improve it, developing permanent learning skills vital for autonomous practice. It is useful for improving one’s performance, clinical skills, communication and treatment of patients. If carried out improperly, it causes a lack of motivation and a collapse in the teacher–student relationship. The purpose of this paper is to analyze the perceptions and experiences of the residents and graduates of the psychiat

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Pedrochi Junior, Osmar, Diego Fogaça Carvalho, Tattiana Tessye Freitas da Silva, and Nielce Meneguelo Lobo da Costa. "Avaliação da Aprendizagem no Ensino Superior: Reflexões em uma Perspectiva Andragógica." Revista de Ensino, Educação e Ciências Humanas 22, no. 1 (2021): 43–51. http://dx.doi.org/10.17921/2447-8733.2021v22n1p43-51.

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ResumoNeste estudo se tem por objetivo refletir a respeito da avaliação da aprendizagem no contexto do Ensino Superior em uma perspectiva andragógica. Cada segmento de ensino apresenta desafios específicos à avaliação da aprendizagem, seja com a função de estimar o rendimento dos estudantes, diagnosticar dificuldades ou intervir e ajustar os processos de ensino e de aprendizagem, a avaliação é sempre um desafio a ser considerado. A avaliação, no olhar andragógico, respeita os conhecimentos anteriores dos estudantes, aprendidos dentro ou fora do particular curso de formação. No Ensino Superior,

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Diel, Ryan J., Armin Avdic, and Pavlina S. Kemp. "Flipped Ophthalmology Classroom: A Better Way to Teach Medical Students." Journal of Academic Ophthalmology 12, no. 02 (2020): e104-e109. http://dx.doi.org/10.1055/s-0040-1713394.

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Abstract Objective While medical education has generally progressed, advancements in ophthalmic education have been minimal. The flipped classroom technique is a research-supported approach to adult learning that encourages active participation. The effectiveness of widely implementing the flipped classroom modality in ophthalmology had not been studied. The purpose of this study was to evaluate a flipped classroom, primary care-focused curriculum for medical students in their ophthalmology clerkship. Methods The ophthalmology clerkship curriculum was changed from a traditional, diagnosis-focu

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Liu, Peng. "Singing professionalization peculiarities at secondary general education institutions of Kharkiv till the middle of XIX century." Culture of Ukraine, no. 77 (September 28, 2022): 103–11. http://dx.doi.org/10.31516/2410-5325.077.13.

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The purpose of the article is to determine the specifics of the professionalization of singing until the middle of the XIX century in Kharkiv general secondary education institutions. The methodology. Since the phenomenon of Kharkiv vocal art was not considered in the scientific discourse, the methodological basis of the article is the method of comparative analysis, the application of which made it possible to determine the specific features of professional singing in the educational environment of the city. Determining the characteristics of professional singing (methodology of voice p

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Fauzi, Chandra, and Basikin. "The Impact of the Whole Language Approach Towards Children Early Reading and Writing in English." JPUD - Jurnal Pendidikan Usia Dini 14, no. 1 (2020): 87–101. http://dx.doi.org/10.21009/jpud.141.07.

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   This study aims to determine the effect of the whole language approach to the ability to read and write in English in early stages of children aged 5-6 years in one of the kindergartens in the Yogyakarta Special Region. The population in this study were 43 children who were in the age range of 5-6 years in the kindergarten. Twenty-nine participants were included in the experimental class subjects as well as the control class with posttest only control group design. Observation is a way to record data in research on early reading and writing ability. The results of Multivar

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Ambrosetti, Neusa Banhara, Francine De Paulo Martins Lima, Glaucia Signorelli, and Ana Maria Gimenes Corrêa Calil. "Formadores de professores: conceito, contextos e perspectivas de atuação em processos de indução à docência (Teacher educators: concept, contexts and perspectives of action in teaching induction processes)." Revista Eletrônica de Educação 14 (October 9, 2020): 4263118. http://dx.doi.org/10.14244/198271994263.

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e4263118The objective of this article is to contribute to the reflection around the figure of the school trainer, examining the nature and specificities of his work, the role and the perspectives of this professional's performance in the induction processes of beginning teachers. The text is presented in the form of a theoretical essay, in dialogue with authors who have been discussing these issues. The discussion was supported by studies on teacher educators who work in continuing education, within schools or education systems. The studies pointed out the complexity and relevance of this func

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Ronfeldt, Matthew, Stacey L. Brockman, and Shanyce L. Campbell. "Does Cooperating Teachers’ Instructional Effectiveness Improve Preservice Teachers’ Future Performance?" Educational Researcher 47, no. 7 (2018): 405–18. http://dx.doi.org/10.3102/0013189x18782906.

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Increasingly, states and teacher education programs are establishing minimum requirements for cooperating teachers’ (CTs’) years of experience or tenure. Undergirding these policies is an assumption that to effectively mentor preservice teachers (PSTs), CTs must themselves be instructionally effective. We test this assumption using statewide administrative data on nearly 2,900 PSTs mentored by over 3,200 CTs. We find the first evidence, of which we are aware, that PSTs are more instructionally effective when they learn to teach with CTs who are more instructionally effective. Specifically, whe

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LARINA, I., M. DAVYDOVA, and Y. DOLIA. "PREPARETION OF FUTURE EDUCATORS FOR AND ETHICAL EDUCATION OF PRESCHOOLERS BY MEANS OF ART." ТHE SOURCES OF PEDAGOGICAL SKILLS, no. 29 (September 10, 2022): 146–50. http://dx.doi.org/10.33989/2075-146x.2022.29.264294.

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In the times of decline of many indicators of life quality, one of the key problems of our society is the issue of moral education of the younger generation. The state of society, where aggression, conflict, cruelty, war, crime are becoming commonplace, significantly reduces the chances of children for moral and ethical development. Ideals are disappearing, there is no clear idea of what ideals should be. Overcoming this crisis in the life of society and in the lives of individuals is possible only if the revival of the truly spiritual foundations of our society, its morality. In the pro

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Baughman, Melissa, and Christopher M. Baumgartner. "Preservice teachers’ experiences teaching an adult community music ensemble." International Journal of Music Education 36, no. 4 (2018): 601–15. http://dx.doi.org/10.1177/0255761418775128.

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The purpose of this study was to investigate the experiences of four preservice music teachers as leaders of adult chamber ensembles. Through examination of these teachers’ reflections, we sought to answer the following questions: (a) What impact does leading an adult chamber ensemble have on preservice teachers’ perceptions of their instructional behaviors? (b) Which specific instructional behaviors do preservice teachers focus upon when teaching adult learners? (c) How might preservice teachers project their experience teaching adult learners in a community music program to future experience

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Söderström, Tor. "Teaching Online." International Journal of Cyber Ethics in Education 1, no. 4 (2011): 10–21. http://dx.doi.org/10.4018/ijcee.2011100102.

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This article examines adult online education by investigating the complex relationship between technology and community. The aim was to explore online teaching in relation to the handbook dilemma teachers meet in their teacher profession by focusing on participation and sharing opportunities. This study analysed several handbooks that aim to help teachers design and implement online education. The advice in the handbooks was contrasted against two empirical cases. Specifically, the study examined how two cases – online adult education courses and special needs teacher training courses – implem

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Mewborn, Denise S., and David W. Stinson. "Learning to Teach as Assisted Performance." Teachers College Record: The Voice of Scholarship in Education 109, no. 6 (2007): 1457–87. http://dx.doi.org/10.1177/016146810710900602.

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Background Although preservice teachers bring well-established views of teaching to their teacher education programs, Tabachnick and Zeichner (1984) claimed that it is possible to amend preservice teachers’ views. They portrayed the learning of teachers as a negotiated and interactive process rather than as one that is predetermined by teachers’ prior experiences. Feiman-Nemser (2001) suggested that having preservice teachers examine their beliefs in light of images of good teaching should be one of the central tasks of preservice teacher education. Purpose The study reported in this manuscrip

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Corcoran, Roisin P., and Joanne O’Flaherty. "Factors that predict pre-service teachers’ teaching performance." Journal of Education for Teaching 44, no. 2 (2018): 175–93. http://dx.doi.org/10.1080/02607476.2018.1433463.

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Lima Cangirana de Jesus, Dináurea, and Márcio Wendel Santana Coêlho. "CONTINUING EDUCATION OF MATHEMATICS TEACHERS." Revista Gênero e Interdisciplinaridade 3, no. 05 (2022): 372–85. http://dx.doi.org/10.51249/gei.v3i05.978.

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The investigations about continuing education in the school environment highlight the importance of appreciating the work of the teaching professional. Based on this assumption, this article is a text whose objective is to show the contribution and importance of continuing education for teaching practice. Seen in this way, the need for specific training in the area of mathematics is one of the reasons why teachers feel the need for this qualification, since it enables a better performance of pedagogical work, and, consequently, a quality teaching, contemplating the student with a mathematics

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He, Siyuan, Sixian He, and Xin Gao. "Innovative Practice of Multimusic Performance Culture Education of Core Literacy in Multimedia Environment." Journal of Environmental and Public Health 2022 (July 30, 2022): 1–9. http://dx.doi.org/10.1155/2022/9440849.

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Under the framework of disciplinary knowledge integrating technology, the multimedia teaching application of music performance attracts a major opportunity for reflection and reconstruction. The purpose of this study is to explore the laws and experiences of music performance teachers’ multimedia teaching applications under the framework of subject teaching knowledge integrating technology. Through the research to understand the classroom multimedia teaching application of music performance teachers, according to the research results, relevant strategies are put forward for the application of

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Santagata, Rossella, and Judith Haymore Sandholtz. "Preservice Teachers’ Mathematics Teaching Competence: Comparing Performance on Two Measures." Journal of Teacher Education 70, no. 5 (2018): 472–84. http://dx.doi.org/10.1177/0022487117753575.

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This exploratory study examines the relationship between preservice teachers’ performance on a teaching performance assessment for licensure in elementary mathematics and a measure of knowledge that, in studies of practicing teachers, was found to predict effective mathematics teaching. A sample of 89 preservice teachers completed the Performance Assessment for California Teachers (PACT) and the classroom video analysis (CVA) instrument. Correlation analyses found overall weak associations between measures for the whole group. For groups of high, medium, and low performers on PACT, average sco

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Ulku Kan, Ayse. "Prospective teachers’ perceptions of teaching profession." Contemporary Educational Researches Journal 5, no. 1 (2015): 12. http://dx.doi.org/10.18844/cerj.v5i1.10.

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Training well-qualified teachers gains importance in this rapidly changing word. Schools have to train individuals who can adopt the changes and act accordingly. Teachers have a major role to prepare the individuals for the future. The better the prospective teachers are trained, the better they will perform when they work as teachers. In this sense, the opinions of prospective teachers toward teaching profession gains importance. This is a qualitative study in nature. The aim of this study is to explore perceptions of prospective teachers of teaching profession. Prospective teachers enrolled

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Perl, Sondra. "Teaching and Practice: Composing Texts, Composing Lives." Harvard Educational Review 64, no. 4 (1994): 427–50. http://dx.doi.org/10.17763/haer.64.4.l866378560wu1g0m.

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In this article, Sondra Perl draws on the work of theorists in composition studies, reader response theory, critical pedagogy, and feminist studies to explicate a pedagogy that incorporates her own learning and development with that of her adult students. She emphasizes not only the importance of her students' responding critically to various literary texts, but also the importance of teachers' critically analyzing the texts of their teaching practice. Perl asserts that a classroom of adult learners has the potential to be a supportive milieu in which both students and teachers use writing as

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Gazi, Easin Ali, and Md Shawkatuzzaman Laskar. "Art of lecture in medical education." Bangladesh Medical Journal Khulna 46, no. 1-2 (2014): 24–27. http://dx.doi.org/10.3329/bmjk.v46i1-2.18236.

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Teaching and learning is a lifelong process for human being. It ends with the end of lives. The professional teachers of all subjects are doing very tuff job. The adult learner only learns if they like the lecture or speech. So, the lecture should be made interesting or attractive. The teacher has to be skilled in teaching and lecturing methods. For quality and effective lecturing all teachers should know the modern techniques of teaching. Therefore training of all teachers is a must. All academic institutions need to arrange training for their teachers. The present article suggests some impor

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Satyro, Diego. "Affectivity and agency in English teaching for Youth and Adult Education." Revista Brasileira de Linguística Aplicada 22, no. 1 (2022): 94–124. http://dx.doi.org/10.1590/1984-6398202218360.

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ABSTRACT This research addresses some links between affectivity and the agency of English language teachers, in the context of Youth and Adult Education. The literature review includes studies on affectivity from the perspective of Paulo Freire and on the articulation between agency and emotions. The research is a collective case study, whose context is based on two municipal public schools, located on the outskirts of São Bernardo do Campo (in São Paulo, Brazil). Two English language teachers who work in two junior high schools take part in the study. The investigation revealed three main fin

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Kušić, Siniša, and Renata Hasel. "Adult Education Teachers’ Competencies for the Implementation of Sustainable Development." Andragoška spoznanja 27, no. 1 (2021): 79–100. http://dx.doi.org/10.4312/as/9879.

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This paper presents the results of a study conducted on a sample of teachers working in adult education in Croatia with the aim of determining whether they possess the competencies needed for the implementation of sustainable development in the teaching process. The results show that the teachers who participated in the study mostly expressed positive attitudes but lower levels of both knowledge about sustainable development concepts and education for it. Even though teachers on average self-evaluated that they possessed almost every generic and specific competency needed for sustainable devel

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Martin-Raugh, Michelle P., Harrison J. Kell, and Richard J. Tannenbaum. "The Role of Situation Perception in Teaching." Teachers College Record: The Voice of Scholarship in Education 122, no. 12 (2020): 1–26. http://dx.doi.org/10.1177/016146812012201213.

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Background/Context Rich classroom discussions are thought to provide several benefits to students, including improved connections to course content and general literacy development, and they provide a rich evidence stream from which teachers can make inferences about student learning to contribute to decisions about next teaching and learning steps. However, the way in which teachers perceive complex social situations characterized by student behaviors and aspects of the learning environment varies. Research has shown that expert teachers are better than novice teachers at identifying informat

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Rao, Madasu Bhaskara. "Motivation of teachers in higher education." Journal of Applied Research in Higher Education 8, no. 4 (2016): 469–88. http://dx.doi.org/10.1108/jarhe-08-2015-0066.

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Purpose Motivation is the process that accounts for an individual’s intensity, direction and persistence of effort toward attaining a goal (Robbins and Judge, 2008). Teacher motivation is vital to the growing and evolving field of higher education, yet it is not investigated enough. Need for rapid growth of higher education, issues in compensation, developments in information technology and dearth for teaching and technical skills brought teacher motivation to the center stage. The purpose of this paper is to apply McGregor’s Theory X and Theory Y to study teacher motivation in higher educatio

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Beeli-Zimmermann, Sonja. "Extending belief research to adult basic education: an exploration of some adult educators’ beliefs about numeracy and its teaching." Zeitschrift für Weiterbildungsforschung 42, no. 3 (2019): 357–77. http://dx.doi.org/10.1007/s40955-019-00149-9.

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Abstract While belief research has become an integral part of the educational research agenda, it has been uneven. One neglected area is the beliefs of adult education teachers. Focusing on five such teachers working in adult basic education and teaching numeracy in Switzerland, this exploratory study uses different data to describe their beliefs about numeracy and its teaching. It is shown that this group holds clearly different views from other groups of adult teachers and it is argued that extending belief research to this target group using different approaches could contribute to a wider

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Schmidt-Hertha, Bernhard, and Marius Bernhardt. "Pedagogical Relationships in Digitised Adult Education." Andragoška spoznanja 28, no. 1 (2022): 11–24. http://dx.doi.org/10.4312/as/10558.

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With the COVID-19 pandemic the education sector is facing major new challenges and opportunities, e.g., changes in the pedagogical relationships between teachers and learners. Various publications have already inquired into the importance of pedagogical relationships in primary and secondary education, but not in adult education. Therefore, a closer look should now be taken at pedagogical relationships in adult education and their impact on successful teaching – both in the analogue and the digital realm. The person-centred approach as well as the approach of professional proximity and distanc

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Throndsen, Inger, and Are Turmo. "GENDER DIFFERENCES IN TEACHERS' BELIEFS AND PRIMARY SCHOOL CHILDREN'S ACHIEVEMENT IN MATHEMATICS." Problems of Education in the 21st Century 39, no. 1 (2012): 159–70. http://dx.doi.org/10.33225/pec/12.39.162.

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The main purpose of this study was to examine differences in male and female teachers’ beliefs about their math instruction, and the relationship between boys and girls math achievement and teachers’ beliefs. The samples were primary mathematics teachers (N=521) and Year 2 and Year 3 students (N=9980) from 127 schools. A questionnaire was used to examine primary math teachers' goal structure for students, approaches to instruction, and personal teaching efficacy. Students’ math achievement was assessed by national diagnostic math tests. The teachers were generally oriented towards mastery goal

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Al-Barakat, Ali Ahmad, Rommel Mahmoud Al Ali, Mu’aweya Mohammad Al-Hassan, and Omayya M. Al-Hassan. "Supervisory Performance of Cooperative Teachers in Improving the Professional Preparation of Student Teachers." International Journal of Learning, Teaching and Educational Research 21, no. 8 (2022): 425–45. http://dx.doi.org/10.26803/ijlter.21.8.24.

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The purpose of this study was to investigate the degree of effectiveness of the supervisory performance of cooperative teachers in improving the professional preparation of student teachers in the specialization of early childhood education.The participants were 155 student teachers enrolled in the education field-training program at Yarmouk University in Jordan. To achieve the purpose of the study, a questionnaire was developed, after insuring its validity and reliability. The findings showed that, according to the means and standard deviations of the questionnaire items, cooperative teachers

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C. Magno, Glenda. "Teaching Proficiency and Performance of Pre-Service Elementary Teachers: Implications to Teacher Education Training Program." International Multidisciplinary Research Journal 1, no. 4 (2019): 11–21. http://dx.doi.org/10.54476/iimrj391.

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The teachers and the quality of their instruction are always the prime concern in education. Thus, this study aimed to find the level of teaching proficiency and performance of pre-service teachers. The descriptive method of research was used with 200 pre-service teachers and their respective cooperating teachers as respondents. The researcher used frequency and percentage in determining the respondents’ profiles, and T-test and ANOVA, to show the significant difference for the respondent’s profile and teaching proficiency and performance. Based on the findings, the cooperating teachers were 4

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Tour, Ekaterina, Edwin Creely, and Peter Waterhouse. "“It’s a Black Hole . . .”: Exploring Teachers’ Narratives and Practices for Digital Literacies in the Adult EAL Context." Adult Education Quarterly 71, no. 3 (2021): 290–307. http://dx.doi.org/10.1177/0741713621991516.

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A strength-based approach to teaching digital literacies can advance language education for adults from refugee and migrant backgrounds, preparing them for life in a new country. This article draws on a 6-month ethnographic study at an adult English language center in Australia and explores teachers’ perspectives and practices related to teaching digital literacies to understand how prepared they are to employ learners’ own resources. Using sociomaterial theory, this research found that English as an Additional Language (EAL) teachers’ narratives about learners focused on what they lacked rath

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