Academic literature on the topic 'College teacher mobility'

We are facing a lack of skilled and certified STEM (science, technology, engineering, and math) teachers confined to schools with specific characteristics, such as working conditions and neighborhoods. It is essential to understand teachers’ decision-making processes that affect teacher turnover rates to enable schools to retain and motivate STEM. This study hypothesizes that lower job satisfaction concerning location and opportunities for advancement and independence is positively associated with voluntary leave from a school to another school or job switched from the K-12 teaching profession to other industries. We utilized a logit analysis for internal mobility if teachers remained in K-12 teaching but switch schools and external mobility if employed in non-education sectors using the National Survey of College Graduates data. The results varied by teacher experiences and mobility type. For novice STEM teachers, more opportunities for career advancements are needed to prevent external attrition. Internal mobility can be addressed via the overall improvement of the urban education environment and teacher compensation. Administrative support for experienced teachers’ career advancement should be considered. Government policies on STEM education need differentiated support considering teachers’ work experiences and working conditions.

Purpose The purpose of this paper is to examine Arab teachers’ motivations and justifications for choosing a college for postgraduate studies. Design/methodology/approach During the academic year 2014, the authors administered questionnaires to 150 Arab teachers studying postgraduate courses at a peripheral all-Arab teacher-training college in order to investigate their motivations for engaging in postgraduate studies and their justifications for choosing this college. Findings Findings indicated that the strongest motivation expressed by the students is intrinsic: desires for self-fulfillment and further education. Aspirations for social mobility also motivate the Arab teachers, while professional development is of less importance. Convenience (proximity to home and employment prospects while studying) determines the justification to choose this college. The reputation of the college was of less importance. Correlation and predictive tests reveal no connection between the level of intrinsic motivations and factors for choosing this college. Extrinsic motivations positively correlate with the justifications of convenience and reputation. Research limitations/implications The conclusion is that for the Arab teachers, the possibility to pursue postgraduate studies at a peripheral all-Arab teacher-training college near home answers the needs of those looking for professional development. Originality/value The paper contributes to the authors’ understanding of teachers’ choice of a higher education institution for their postgraduate studies and professional developement.

The article considers the issue of studying modern European experience of practical teacher training. It was found out that efficiency of preparing future teachers to their practical activity directly depends on all the levels – from top to bottom – state educational policies and support, regulations in the field of teacher training, modern initial teacher training programmes, inner motivation to become a teacher. It is pointed out the need to apply an integrated approach in mastering the readiness to follow the profession. As we are talking about the European experience, a special attention is paid to study and analysis of regulatory European framework. It helps to define new strategies of developing practical teacher training system, offers recommendations on efficiency of implementing innovative methods and technologies in teacher training process. According to some reports of European Commission, the effectiveness of teacher training is determined by comprehending the teaching profession and the professional development of teachers as a coherent continuum with several, interconnected perspectives, which include teachers’ learning needs, support structures, job and career structures, competence levels and local school culture. Within practical teacher training there is a special role of partner schools where a special position belongs to a school-based teacher/ educator, who does his/ her duties on the basis of a partner school. That educator teaches pupils at school and has responsibilities to support partnership with a teacher training university or college in providing the practical training of students – future teachers. It means to be a mentor/ facilitator/ cooperating teacher. It is found out that basis of training is the practical formation of qualities which are essential for the future teacher`s practical training. Students are educated to develop such pedagogical characteristics as flexibility, reflexivity, awareness of the internal ambiguity of positions and points of view, ability to take alternative decisions and to form the following basic personality traits as sociability, creativity, mobility, independence, responsibility for the personal choice, decision and the results of the teachers` activities.

This study analyzed the level and impact of private education expenditure of teachers appointment exam applicants using five waves of Graduates Occupational Mobility Survey. Considering heterogeneous characteristics of primary and secondary teacher resources and different pass rates of appointment exams, we divided samples of primary and secondary teacher applicants.
 The findings are as follows. First, primary teacher applicants spent about 310 thousand won for private education on average. Private education expenditure for Hagwon was 470 thousand won while that for lectures on campus cost 220 thousand won. Second, secondary teacher applicants spent about 420 thousand won for private education on average. The higher household income level was, the higher private education expenditure was. Private education expenditure for Hagwon cost statistically significantly higher than other exam preparation methods. The lower rank university graduates and private university graduates spent more on private education for exam preparation. Third, private education expenditure was not a significant determinant of probability of passing both primary and secondary teacher appointment exams. Particularly for secondary teacher appointment exams, graduates with higher college GPA, higher satisfaction of college education, and from higher rank university and public university were more likely to pass the exam.
 In conclusion, this study found private education expenditure, which is associated with the level of household income, was not a significant determinant and the teacher appointment exams in Korea worked on the basis of meritocracy.

There are various ways for EFL teachers to grow professionally. Attending workshops and training programs are believed to foster their upward mobility. At the same time, different teachers come up with numerous challenges in their classroom with the change of time. So, the learning they had in their college and university level may not always help them to dissolve all the problems in their diverse classroom settings. In this context, this small-scale study is explores whether the insights teachers get from the workshops and the trainings conducted by Nepal English Language Teachers’ Association (NELTA) are applicable and they contribute to liquefy the challenges EFL teachers face in their classroom. Drawing on the findings of this study and the support from the literature, it has been justified that training programs help teachers to grow professionally, but they can hardly apply the knowledge and skills they learn in their real classroom situations. With the help of data collected through the interview, it is crystallized that trainings have been almost unsuccessful to help the teachers cope with ever changing professional world. Journal of NELTA, Vol. 21, No. 1-2, 2016, Page:121-127

Substantial gender imbalances in Chinese higher education and in the urban occupational structure are widely recognized.1 Women comprise only about one–third of students in colleges and universities, and they tend to be concentrated in particular types of institutions, such as teacher training colleges, and departments such as humanities, while men predominate in the scientific and engineering fields that have served as the primary avenues for upward occupational and political mobility. In the urban workforce, men are overrepresented in state–run factories and in positions of authority and expertise generally, while women are overrepresented in the collective sector, medium and light industry, and in the lower clerical and service sectors. These circumstances are the result of pervasive societal sorting processes which begin much earlier in life than sitting for the college entrance exams or entering the labour force, and which channel girls and boys towards different if partially overlapping futures. The research we report here on the determinants of educational attainment at the senior high school level helps to shed light on processes of gender differentiation and stratification in urban China.

The purpose of this research is to determine ecological footprint awareness level of pre-service teachers who are majoring in three different programs of Teacher Education Department. The study also investigated whether there is a difference in ecological footprint awareness level based on gender, parents’ education, program of study, and longest lived place of residence. “Ecological Footprint Awareness Scale” which was developed by Coşkun & Sarıkaya (2014) was used as a data collection tool. The scale is a 5 point Likert type instrument which is composed of five dimensions related to food, shelter and mobility, water consumption, energy consumption, and waste management. One hundred and seventy pre-service teachers who are pursuing their third year in a College of Education of a medium size University located at northeast part of Turkey participated in the study. T-test and one-way analysis of variance (ANOVA) was used to analyze the data by utilizing SPSS statistical package. Results of the study revealed that the pre-service teachers’ awareness on ecological footprint is at a medium level; highest levels of awareness found in energy (X=4.15) and water consumption(X=3.83) dimensions. Least level of awareness detected in food dimension (X=3.04). Results of the study showed that pre-service teachers’ awareness level differed based on gender in food dimension of the scale (t=2.116, p

The current paper gives an overview on a pilot course arranged at Oulu vocational college where the applicability of digital media in log construction training was tested. This was done by using two learning videos showing the construction of two traditional corner notches. The videos were uploaded to YouTube, which allowed the students to watch them freely using a tablet computer and wireless internet connection. There were no teachers on the course, so the students had to work independently.
 After the pilot course it is possible to conclude that using digital video material as a primary learning method is a suitable way to learn new log construction techniques. Also the feedback from the students was positive. According the students the main benefit of the video-based learning is the possibility of advancing independently, since there is no need to wait for instructions from a teacher. However, there has to be a special emphasis on the quality of the learning material, since the videos must provide sufficient support in situations which are possibly problematic.
 Keywords: log building education, e-learning, video-learning, teacher’s mobility

We perceive contestations between science, education and women’s engagement and have raised disruptions in their act of knowing and mobility in science education. This study explored science educators’ views, beliefs and actions of reproduction and subversion of gender stereotyping at a teacher education college in Nigeria. Six science educators were selected based on comprehensive gender information that facilitated conduction of the study. The six educators were purposively selected out of 11 educators who completed and returned the questionnaire. A qualitative approach and case study framed the research using instruments such as questionnaires, interviews, and classroom observation schedules. Thematic analysis and coding were done. Educators consciously and unconsciously reproduced gender stereotypes beliefs and practices. Educators explicitly and implicitly engaged in unequal distribution of cognitive activities amongst pre-service teachers influenced by their practice of cultural norms and patriarchal ideology. The findings revealed multiple oppressions females faced, contradictory science classrooms, and political and democratic classroom space for negotiating and renegotiating discriminatory classroom beliefs, perception and views of educators during science engagements. However, several possibilities such as political advocacy, productive activism and transformative resistance for educators to re-negotiate discriminatory gendered space through constructive gender equality awareness for freedom and intellectual growth in science education could be emancipatory possibilities.

This article identifies the primary objectives of education development in Ukraine for 2012-2021. It is established that the formation of modern logistical support for the educational sector, support for the development of electronic educational tools, implementation of ICT training of teachers, ie, in general, providing the necessary prerequisites for the modernization of the education system on an innovative technological basis are among the top priorities. The contradictions in the field of potential opportunities for increasing the effectiveness of the educational process in practice are highlighted. It is determined that the educational and information environment can be called distributed on the territorial and level principle of the mastery of information and educational spaces, which aims to create conditions conducive to the emergence and progress in the processes of educational and network relationships between objects and entities environment, and to shape the activity of objects, to stimulate educational and social initiatives so that competence develops as a significant value for both society and the individual. It has been found out that the application of step-by-step integration of OIs can contribute to the natural formation and development of educational and information environment with the direct participation of teaching staff. In this case, the conceptual cascade-loop diagram illustrates the system of interconnections between each of the main elements (stages) of this process. The factors that led to a significant expansion of the scope of electronic resource in the educational process have been identified. A number of designing skills necessary for the formation of a design competency in the teacher were identified, the structure of which includes the knowledge, skills and professionally significant personality qualities required for the design activity. The requirements for the organization and preparation of medical college students for the development of electronic educational resources are defined. It is found that the introduction of the latest information and communication technologies in the educational process has led to significant changes in the didactic system. It is proved that mobility determines the success of each of the graduates in the conditions of the digital and technological society, the possibility of effective cooperation, solving