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Relevant bibliographies by topics / Difference (Psychology) Teachers

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Academic literature on the topic 'Difference (Psychology) Teachers'

Author: Grafiati

Published: 4 June 2021

Last updated: 15 February 2022

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Journal articles on the topic "Difference (Psychology) Teachers"

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Shreeve, William, Ben Brucker, and Racquel Villacana Ramirez. "Teachers make a difference." Early Child Development and Care 83, no. 1 (January 1992): 133–36. http://dx.doi.org/10.1080/0300443920830113.

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Nusa, Popila Rikma, and Edi Irawan. "Dampak Sertifikasi Dan Pendidikan Terakhir Terhadap Kinerja Guru Paud Di Kabupaten Ponorogo." WISDOM: Jurnal Pendidikan Anak Usia Dini 1, no. 1 (June 1, 2020): 27–40. http://dx.doi.org/10.21154/wisdom.v1i1.2134.

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Abstract: Certification allowance comes as a form of appreciation for professional teacher performance. However, the reality is that there are still many teachers who are not yet certified educators. This study aims to determine: 1) Is there a difference in the performance of PAUD teachers who are already certified and not certified; 2) Is there a difference in the performance of PAUD teachers with PAUD / Psychology and non PAUD / non Psychology education; 3) Is there an interaction between certification and recent education on the performance of PAUD teachers. This research uses a quantitative method with a comparative causal approach. with simple random sampling. Data analysis was performed using the two-way ANOVA test. The results of the study show that: 1) The performance of certified teachers is better than those not certified; 2) The performance of PAUD teachers with PAUD / Psychology and non PAUD / Psychology last education is equally good; 3) There is no interaction between certification and educational background on the performance of PAUD teachers.

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Behrmann, Laura. "“You Can Make a Difference”: Teachers’ Agency in Addressing Social Differences in the Student Body." Social Inclusion 9, no. 3 (September 16, 2021): 372–82. http://dx.doi.org/10.17645/si.v9i3.4327.

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Teachers are key players in transforming the education system (van der Heijden et al., 2015). They shape educational processes, influence school policies, and make day‐to‐day decisions that have a direct effect on students (Vähäsantanen, 2015). Yet we currently know very little about whether they can contribute to the creation of social equality of opportunity. This article focuses by way of example on the experiences and interpretative schemes of teachers in Germany, as the country is known for its highly selective school system. It draws on data from an exploratory study based on 20 narrative interviews (Rosenthal, 2018) with schoolteachers at three comprehensive schools in East and West Germany, which were selected because comprehensive schools in Germany see themselves as a more equal‐opportunity form of education. The article begins by identifying four types of teacher action orientations in addressing the social differences of schoolchildren. Unexpectedly, only a few teachers exhibited a socially conscious inclination to act—for example, by providing targeted support to schoolchildren from socially disadvantaged households. In the second step, by comparing teacher biographies, school environments, and historical imprints, the article attempts to identify certain conditions under which teachers perceive themselves as responsible for addressing social differences among students. Beyond illustrating the interplay of biographical experiences and school culture, the study’s east–west contextualization opens up a new perspective for examining the lingering implications of the German half‐day schooling model even after the introduction of all‐day schooling in 2003. One possible conclusion is that the transformation of the German school system from a half‐day to an all‐day model has not taken the tasks of teachers into account, which, as this article points out, would be important in making them aware of schoolchildren’s different social backgrounds and their effects on achievement.

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Carter, Margaret-Anne, and Brian Hansford. "Reducing high levels of communication apprehension among primary schoolstudents: Can teachers make a difference?" Australian Journal of Guidance and Counselling 9, no. 2 (November 1999): 129–46. http://dx.doi.org/10.1017/s1037291100003988.

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This study, conducted over a 20 week period, focused on a group of primary school teachers as they implemented a variety of intervention actions, within their class programs, directed towards supporting the reduction of high levels of communication apprehension (CA) among students. Six teachers and nine students, located across three primary schools, six class groups, and four year levels, participated in the study.An action research paradigm incorporating a series of case studies was used to describe each teacher's journey as he/she responded to the diverse needs of individual students with high CA levels. The principal data collection methods used in this study included the Personal Report of Communication Fear (PRCF) scale, semistructured interviews, and dialogue journaling. The PRCF scale was used as a screening tool to identify students experiencing high levels of CA.Semistructured interviews, conducted by the researcher at the beginning and conclusion of the action research process, provided valuable information relevant to each student. Dialogue journaling was the medium by which teachers engaged in written discourse with the researcher, discussing the growth, development, and progress of individual students. Entries in dialogue journals comprised a significant component of each teacher's case study.Six case studies document the teacher's action research journey. These case studies recount the teacher's perceptions of their endeavours to minimise the problems that arise with primary school students experiencing high CA levels. In particular, they highlight the fact that teachers are faced with diverse problems and plan to resolve these in different ways.

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Beer, John. "Depression and Self-Esteem of Teachers." Psychological Reports 60, no. 3_part_2 (June 1987): 1097–98. http://dx.doi.org/10.1177/0033294187060003-215.1.

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The correlation between self-esteem and depression measured on the Coopersmith Self-esteem Inventory-Adult Form and Beck Depression Inventory for 51 teachers was –-.59. There were no significant differences between men and women and single or married subjects for depression. There was a significant difference between men and women for self-esteem (men scored higher) but none between single or married subjects.

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Bautista, Alfredo, Guo-Zheng Toh, and Joanne Wong. "Primary school music teachers’ professional development motivations, needs, and preferences: Does specialization make a difference?" Musicae Scientiae 22, no. 2 (November 14, 2016): 196–223. http://dx.doi.org/10.1177/1029864916678654.

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There is widespread agreement that one-size-fits-all professional development (PD) has limited potential to foster teacher learning and that PD should be ‘responsive’ to the demands of teachers with different profiles. The purpose of this exploratory study was to analyze the PD motivations, needs, and preferences of Singapore primary school music teachers according to their level of specialization in music education. This variable has been relatively unexplored within the field of music-teacher PD. A nationwide survey was run to collect the data. Participants were 286 primary music teachers (about 40% of the entire population), who were split into three groups based on their music education background (Major = 113, Minor = 64, Generalist = 109). Findings indicated that the three groups of teachers had different motivation levels to participate in music-specific PD (e.g., generalists being the least motivated), various needs for further training (e.g., music education majors being the most interested in improving their music content knowledge), and different preferences regarding PD providers and learning formats (e.g., generalists preferring to learn from other fellow colleagues within informal settings). We concluded that the level of specialization in music education plays a major role in determining teachers’ PD motivations, needs, and preferences. This study has the potential to inform the design of more responsive PD initiatives.

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Young, J. "Book Review: Teachers DO Make a Difference: The Teacher's Guide to Connecting with Students." Emotional & Behavioural Difficulties 10, no. 3 (September 1, 2005): 239. http://dx.doi.org/10.1177/136327520501000309.

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Crehan, Kevin D., and Mary Curfman. "Effect on Performance of Timely Feedback on State Writing Assessments." Psychological Reports 92, no. 3 (June 2003): 1015–21. http://dx.doi.org/10.2466/pr0.2003.92.3.1015.

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The effect of timely feedback for a state writing assessment on subsequent writing performance was investigated. Also, agreement between teachers' scores on assessment and the state department's scores was compared. Eighth grade English teachers ( N = 8) were trained on an analytic scoring method which yielded scores on ideas, organization, voice, and conventions. September state writing assessments from the teachers' class were scored by the teachers who also scored assessments for a partner teacher's class. A second parallel writing assessment was administered in February to the trained teachers' classes and eight control classes. Analysis showed good agreement between the teachers' scores and those by the state department. There was 75% agreement on the designation of adequate or inadequate for the students' writing between the teachers and the state department. There was no difference between the writing performance for students of the trained teachers and students in the control classes on the follow-up assessment.

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Genc, Lajos, Jasmina Pekic, and Ana Genc. "The structure of personality of a good teacher from students perspective according to the Big-Five model." Psihologija 47, no. 1 (2014): 49–63. http://dx.doi.org/10.2298/psi1401049g.

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This paper deals with the identification of desirable personality characteristics of teachers from students perspective in the Big-Five Model of personality from a phenomenological approach. The description of personality of a good teacher was obtained from students of the University of Novi Sad (n=443). The Big Five Inventory (BFI) was applied with the instruction to respond to claims as a good teacher would answer. The students? estimates indicate that a good teacher is expected to have lower emotional instability, but more pronounced extroversion, openness to experience, cooperativeness (pleasantness) and consciousness with regard to referent values in general population. For the domain of neuroticism, the difference is either small or medium in size, for cooperativeness of a medium size, and for extroversion, consciousness and openness to experience the difference is large. The gender of students does not influence their expectations. Methodological dilemmas in this area of research and implications of the results for the selection and professional development of teachers are discussed.

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Cheng, Jao-Nan. "Attitudes of principals and teachers toward approaches used to deal with teacher incompetence." Social Behavior and Personality: an international journal 42, no. 1 (February 15, 2014): 155–75. http://dx.doi.org/10.2224/sbp.2014.42.1.155.

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My main purpose in this study was to investigate school principals' approaches to dealing with incompetent teachers and the effects of such approaches. I conducted a survey with 2,180 elementary and junior-high school principals and teachers in Taiwan. The results revealed that, besides using active approaches of encouragement and assistance, soliciting support from senior teachers to invite incompetent teachers to join their teaching teams to improve teaching skills, and initiating a process of teaching improvement, school principals should also show tolerance with incompetent teachers. The use of 2 approaches concurrently was found to be more effective than using just 1 approach in dealing with incompetent teachers. According to structural equation modeling, the 3 following approaches should be involved in, and may improve, the effectiveness of dealing with incompetent teachers: minimizing the difference in principals' and teachers' attitude toward dealing with incompetent teachers; ensuring that there is fairness in the workload allocation for incompetent teachers; and increasing teachers' satisfaction with the approaches used for dealing with incompetent teachers. Use of these approaches may also raise the morale of teachers and enhance teaching quality.

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Dissertations / Theses on the topic "Difference (Psychology) Teachers"

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Yanda, Carina. "Fluency in narrative discourse in teacher education." Laramie, Wyo. : University of Wyoming, 2008. http://proquest.umi.com/pqdweb?did=1654493251&sid=1&Fmt=2&clientId=18949&RQT=309&VName=PQD.

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Theaker, Sherri L. "Pre-service Teachers Attitudes Toward Integration: Does a Student Teacher Placement in an Integrated Classroom Make a Difference?" Ohio : Ohio University, 2008. http://www.ohiolink.edu/etd/view.cgi?ohiou1210193393.

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Krzykalski, Sara. "Analysis of the difference between college young adults' and college educators' perceptions of stressful life events." Online version, 1998. http://www.uwstout.edu/lib/thesis/1998/1998krzykalskis.pdf.

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Millman, Marissa Kate. "Differences Between-teacher-Reports on Universal Risk Assessments: Exploring the Teacher’s Role in Universal Screening of Student Behavior." Miami University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=miami1416307832.

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Lisowski, Jaqueline Jean. "Cognitive differences between high- and low-stress teachers." Thesis, University of British Columbia, 1987. http://hdl.handle.net/2429/26868.

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The purpose of this study was to explore the nature of the influential factors of teacher stress in the special education settings: specifically, some cognitive aspects of the coping process. The importance of the study was summarized in terms of the reported incidence of teacher stress and the need to develop more effective stress intervention and prevention programs. A two-part study was designed to determine the differences in the coping processes of high- and low-stressed teachers in terms of particular cognitive variables. In the first part, high- and low-stressed teachers were differentiated on the basis of the responses of approximately 150 teachers to the Teacher Stress Inventory. In the second part, eleven subjects from each of the low- and high-stressed groups were interviewed. The interviews involved the recollection and report of stressful teaching-related incidents. Teachers were asked to rate each of their incidents in terms of self-evaluation, self-efficacy, outcome evaluation, and incident resolution. As well, they were asked to describe their coping behaviours and to explain what the consequences of the situations meant to them. Statistical and descriptive comparisons were made to determine if there were differences in the responses of the high- and low-stressed teachers. The most significant results of the study were that low-stressed teachers attributed more positive meaning to the consequences of stressful incidents, and that the responses of the low-stressed teachers reflected established philosophies and attitudes. These results have implications for counsellors who are interested in developing intervention and prevention programs and for individuals who conduct teacher-training programs. As well, teachers who feel ineffective at coping with stress are encouraged to seek guidance and to gain awareness of how they contribute to their experience of stress.
Education, Faculty of
Educational and Counselling Psychology, and Special Education (ECPS), Department of
Graduate

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Barnett, Jeremiah. "Understanding gender differences in teachers' level of insight as it relates to ADHD." Thesis, Capella University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10257509.

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The research objective is to assess the possible gender differences in teachers, as it pertains to working with children and adolescents diagnosed with Attention Deficit Hyperactivity Disorder (ADHD). This study will hopefully ensure that the literature on ADHD and its effectiveness is evaluated in context with improvement of learning strategies. The study will refine and improve existing theory on effective ways of teaching children with ADHD by comparing effectiveness of teacher awareness on ADHD and reducing teacher frustration levels. The research explored the questions: 1. Is there a correlation between teachers’ gender and knowledge of ADHD? 2. Is there a correlation between teachers’ ethnicity and knowledge of ADHD? In order to get answers to the research questions, a quantitative, correlational research design will be used. Teachers were recruited 60 (30 men and 30 women) Kindergarten through 12th grade through a sample of convenience in the Southern State County district. The data analysis consists of the researcher who will only handle the collected data in order to ensure that it is not tampered with. Raw data was organized in an accurate and consistent manner in order to provide basis for inferences and conclusions. The result of the data analysis demonstrated the correlation between the teachers’ gender and knowledge of ADHD. Further, the analysis portrayed the possible impact of teacher training on ADHD and the results of how teachers’ strategies affect ADHD classroom management.

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Chen, Hsiu-Ling. "Young children's responses to mother-teacher differences /." free to MU campus, to others for purchase, 1996. http://wwwlib.umi.com/cr/mo/fullcit?p9809675.

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Li, Yung-Chang. "A comparison of the occupational stress among Taiwanese special education teachers in three different educational settings /." free to MU campus, to others for purchase, 1996. http://wwwlib.umi.com/cr/mo/fullcit?p9720539.

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Kowalski, Monica J. "The Influence of Teachers' Instructional Practices on Student Motivation in Different Assessment Contexts." The Ohio State University, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=osu1365436014.

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Dunn, Sarah Caroline. "Difference in Scores Between Teacher Certification Program Students With and Without Paraprofessional Experience." BYU ScholarsArchive, 2010. https://scholarsarchive.byu.edu/etd/2239.

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Demand for highly effective, qualified teachers grew as legislation such as No Child Left Behind (NCLB) and the Individuals With Disabilities Education Act (IDEA) raised the requirements for teachers and paraprofessionals. One suggestion for meeting this demand for teachers who can bring about the required classroom outcomes is to encourage paraprofessionals to become certified teachers—with the expectation that paraprofessionals' prior experience in the school environment will make them likely to excel as teachers. This study examined whether Brigham Young University Special Education teacher candidates with paraprofessional experience differed from candidates without paraprofessional experience in terms of performance scores during a mentored teaching practicum. The teaching skills of classroom and behavior management, teacher competency and knowledge, and professionalism and organization were measured through the scores earned by 37 candidates on their behavior management plans, math and reading lesson plans, and professionalism evaluations. Results indicated no significant difference between candidates with and without prior paraprofessional experience. However, a significant difference was found between the scores in the areas of reading and math lesson plans of the students who were and were not paraprofessionals prior to entering the program. The variance in the scores of the paraprofessionals was significant, meaning some students with paraprofessional background scored low and others scored high in these two areas.

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Books on the topic "Difference (Psychology) Teachers"

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1941-, Webb Rodman B., ed. Making a difference: Teachers' sense of efficacy and student achievement. New York: Longman, 1986.

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Ashton, Patricia T. Making a difference: Teachers'sense of efficacy and student achievement. New York: Longman, 1986.

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Robison, John Elder. Be different: Adventures of a free-range Aspergian with practical advice for Aspergians, misfits, families & teachers. New York: Crown Archetype, 2011.

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Association, National Middle School, ed. For the love of books: A guide to help teachers connect middle grade readers with literature. Westerville, Ohio: National Middle School Association, 2002.

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A different kind of teacher. London: Cassell, 1995.

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Serhi︠e︡i︠e︡nkova, O. P. Profesiĭna indyvidualʹnistʹ maĭbutnikh uchyteliv: Teoretyko-metodolohichni aspekty : monohrafii︠a︡. Kyïv: Naukovyĭ svit, 2004.

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A different kind of teacher: A practical guide to understanding and resolving difficulties within the school. Dublin: Gill & Macmillan, 1996.

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A different kind of teacher: A practical guide to theunderstanding and resolving of personal, interpersonal, student and classroom management difficulties within the school. Cork: T. Humphreys, 1993.

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Gurian, Michael. Boys and girls learn differently!: A guide for teachers and parents. San Francisco: Jossey-Bass, 2001.

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Why gender matters: What parents and teachers need to know about the emerging science of sex differences. New York: Doubleday, 2005.

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Book chapters on the topic "Difference (Psychology) Teachers"

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Roehrig, Alysia D., Jeannine E. Turner, Meagan C. Arrastia, Eric Christesen, Sarah McElhaney, and Laura M. Jakiel. "Effective teachers and teaching: Characteristics and practices related to positive student outcomes." In APA educational psychology handbook, Vol 2: Individual differences and cultural and contextual factors., 501–27. Washington: American Psychological Association, 2012. http://dx.doi.org/10.1037/13274-020.

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Fives, Helenrose, and Michelle M. Buehl. "Spring cleaning for the “messy” construct of teachers’ beliefs: What are they? Which have been examined? What can they tell us?" In APA educational psychology handbook, Vol 2: Individual differences and cultural and contextual factors., 471–99. Washington: American Psychological Association, 2012. http://dx.doi.org/10.1037/13274-019.

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Botelho, Tânia, Ana Matos, Pilar Mota, Bárbara Romão, Suzana N. Caldeira, Isabel E. Rego, Osvaldo Silva, and Áurea Sousa. "THE FUNCTIONALITY PROFILE OF CHILDREN WITH AUTISTIC SPECTRUM DISORDERS (ASD) IN THE AZORES – COMMUNICATION, LEARNING AND AUTONOMY." In Advances in Psychology and Psychological Trends, 328–40. inScience Press, 2020. http://dx.doi.org/10.36315/2021pad29.

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Autism is a disorder of the neuro-development characterized by persistent difficulties in communication, cognitive processes, social interaction and also by restrict interests and repetitive and stereotyped behaviours. Regarding to the vision of Universal Design for Learning(UDL), the educational approach should enhance not only the academic acquisitions but also the prognosis of the evolution of the clinical condition and of the functionality of children with Autistic Spectrum Disorders (ASD). Thus, it was considered important to know the perspective of educators / teachers and parents / guardians for the 121 children with ASD who participated in this study.These children, aged 3-11 years old, live in the Azores (ARA) and are enrolled in kindergarten and in primary schools.Data were collected with a questionnaire (educators/teachers) and in an interview (parents/caretakers). Results suggest that there are different perspectives between the two groups, with educators/teachers viewing the functionality profile of these children as being more aggravated. These differences are statistically significant, especially in terms of the functionalities assessed by the items of communication and learning. The analysis of these different perspectives evidences the importance of the communication between these educational providers regarding the work developed by them.

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Pettersson, Rune, and Maria D. Avgerinou. "The Teacher as Information Designer." In Advances in Early Childhood and K-12 Education, 69–87. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-5225-0267-8.ch006.

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It is not possible to develop firm design rules advising teachers and designers on exactly how to best design entire courses, course activities, and different kinds of instruction sets and experiences. However, based on existing research from various disciplines (Cognitive Psychology, Information Design, Instructional Design, Multimedia Design) it is possible to formulate principles and develop guidelines and recommendations for the design of effective and efficient courses, course activities and instruction sets that facilitate, enhance and extend good teaching, and are also highly conducive to student learning. In this chapter, we focus on teachers in their role as information designers in print, and digital environments. With the 21st Century classroom in mind, guidelines based on information, and multimedia research design assist the teacher-designer to confidently blend content, modalities, and media, and design information and instruction sets that are well suited for the intended receivers thus optimizing their potential for learning.

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Vorkapić, Sanja Tatalović. "Personality and Education." In Handbook of Research on Teacher Education and Professional Development, 163–86. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-1067-3.ch009.

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The purpose of this chapter is to sensitize the public about the importance of research on personality in the process of teaching and learning, regardless of whether it refers to the personality/temperament of children or teachers. By analysing the personality of teachers, the job-fit theory and different theoretical models of personality and temperament in psychology are showcased. With the aim of a better understanding of the moderator's role of personality in the context of education, a systematic review of relevant studies is presented within Croatian cultural context. Finally, an empirical study is presented which was conducted on future preschool teachers who evaluated their personality as well as their best and worst teachers' personalities. It was determined that there are significant differences in estimated personality traits of the best and worst teachers. Finally, further guidance in exploring the role of personality in education was provided, with an emphasis on methodological aspects and some specific scientific research designs.

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Byford, Andy. "Pedagogy as Science." In Science of the Child in Late Imperial and Early Soviet Russia, 78–112. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780198825050.003.0003.

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While the previous chapter focused on parents and the study of early childhood, this chapter looks at the rise of institutions and practices devoted to the scientific study of the schoolchild population in the imperial era. It analyses how complex interactions between different professional groups—teachers, psychologists, and doctors—shaped new kinds of expertise in school-based child development and socialization. The analysis opens with a discussion of the crisis of the professional identity of Russian teachers who were arguably the most important constituency on which the rise of child science as a movement, in Russia and elsewhere, depended. It then examines efforts (especially those of psychologists Aleksandr Nechaev and Aleksandr Lazurskii) to turn pedagogy into a ‘science’, leading to the creation of novel research setups, especially in the context of teacher training. Of critical importance here was the promotion of new, applied forms of experimental psychology that sought simultaneously to innovate psychology as a science and articulate new scientific underpinnings of pedagogy. This led to the formation of novel disciplinary frameworks, most notably ‘experimental pedagogy’ and ‘pedology’, which were situated, unstably and controversially, across established professional and disciplinary jurisdictions. The chapter ends with an examination of the contemporaneous efforts by medical professionals to impose their own, distinctly medical, models of child science on schools and pedagogy. Of particular interest here is the rise of school hygiene in Russia and the efforts to enhance the expertise and power of the school doctor.

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Simons, Lori, Lawrence Fehr, and Lake Greene. "Lessons Learned From 15 Years of Service-Learning." In Handbook of Research on Service-Learning Initiatives in Teacher Education Programs, 17–40. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-4041-0.ch002.

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This chapter describes lessons learned from students involved in a service-learning program in an urban school district during the past 15 years. A total of 729 undergraduate students enrolled in an educational psychology course took part in the study. Students completed a survey at the beginning and end of the course. The findings indicate that academic-based service-learning and cultural-based service-learning contribute to different learning outcomes. Academic-based service-learners develop intercultural relationships with service recipients and community partners and acquire an understanding of social disparities in the community while cultural-based service-learners develop interpersonal and problem-solving skills. Students also appeared to make meaning out of their diverse service experiences and acquired a deeper understanding about how social responsibility is part of their role as preservice teachers in their school community. Implications for incorporating CBSL strategies in a teacher education program are discussed.

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Simons, Lori, Lawrence Fehr, and Lake Greene. "Lessons Learned From 15 Years of Service-Learning." In Research Anthology on Instilling Social Justice in the Classroom, 903–25. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-7706-6.ch052.

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This chapter describes lessons learned from students involved in a service-learning program in an urban school district during the past 15 years. A total of 729 undergraduate students enrolled in an educational psychology course took part in the study. Students completed a survey at the beginning and end of the course. The findings indicate that academic-based service-learning and cultural-based service-learning contribute to different learning outcomes. Academic-based service-learners develop intercultural relationships with service recipients and community partners and acquire an understanding of social disparities in the community while cultural-based service-learners develop interpersonal and problem-solving skills. Students also appeared to make meaning out of their diverse service experiences and acquired a deeper understanding about how social responsibility is part of their role as preservice teachers in their school community. Implications for incorporating CBSL strategies in a teacher education program are discussed.

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Heggen, Kåre, and Lars Inge Terum. "The impact of education on professional identity." In Social and Caring Professions in European Welfare States. Policy Press, 2017. http://dx.doi.org/10.1332/policypress/9781447327196.003.0002.

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This chapter discusses what impact education has on professional identity. Since the formation of professional identity is part of a process of socialisation, the chapter examines the impact of education, while identifying mechanisms that may contribute to the development of professional identity. The chapter shows that professional identity is developed through interactions between different actors as teachers, supervisors and peers. However, since tensions often exist within different subjects during education (e.g. psychology and law), as well as between different actors, students have to develop a professional identity through interaction with actors who represent slightly different approaches and traditions. This tension poses a challenge for students in the process of forming a professional identity.

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Dănilă, Oana. "USING THE ATTACHMENT LENS AND THE DYADIC EXPANSION OF CONSCIOUSNESS APPROACH TO INCREASE SCHOOL ADJUSTMENT." In Advances in Psychology and Psychological Trends, 349–58. inScience Press, 2020. http://dx.doi.org/10.36315/2021pad31.

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When in danger, either we refer to menaces or just novel situations, the brain needs firstly to connect to another human brain in order to coregulate; only after, can that brain continue process/ learn, regulate behaviors and thus adjust to the environment. The purpose of this study was to explore the connection between the quality of the pupil-teacher relationship, assessed from the attachment perspective and different school adjustment aspects. A sample of 40 educators were invited to evaluate their attachment strategies and then assess at least 3children from their current classes(primary school); results for a total of 121pupils were collected. First of all, educators assessed the pupil’s attachment needs using the Student-Teacher Relationship Scale; then, they were asked to assess social competencies using the Social Competence Scaleand the Engagementversus Disaffection with Learning Scale, as facets of school adjustment. Results show that the strength of the pupil-teacher relationship is influenced by the particularities of the attachment strategies of both parties, and, in turn, this relationship, with its 3 dimensions (closeness, conflict and dependence)impacts adjustment. Results are discussed in the light of the Dyadic Expansion of Consciousnesshypothesis–in a safe relationship, both the teacherand the pupil significantly expand the learning possibilities.

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Conference papers on the topic "Difference (Psychology) Teachers"

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Tikhomirova, E. V. "Bulliyng Semantics Among Teachers With Different Professional Burnout Level." In Psychology of Personality: Real and Virtual Context. European Publisher, 2020. http://dx.doi.org/10.15405/epsbs.2020.11.02.96.

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Křeménková, Lucie. "Generational And Sex Differences In Relation To Empathy Among Pre-Graduate Teachers." In 8th International Conference on Education and Educational Psychology. Cognitive-crcs, 2017. http://dx.doi.org/10.15405/epsbs.2017.10.91.

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Jurcec, Lana. "Teachers’ Work Orientations And Flourishing: Mediated By Flow In Different Domains." In ICEEPSY 2019 - 10th International Conference on Education and Educational Psychology. Cognitive-Crcs, 2019. http://dx.doi.org/10.15405/epsbs.2019.11.4.

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Dukhnovsky, Sergey V. "The attitude of teachers with different “crisis profiles” to themselves as a professionals." In The Herzen University Conference on Psychology in Education. Herzen State Pedagogical University of Russia, 2020. http://dx.doi.org/10.33910/herzenpsyconf-2020-3-6.

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Voyushina, Ekaterina A., and Margarita I. Postnikova. "Psychological well-being of teachers with different experience of pedagogical activity: A generational approach." In The Herzen University Conference on Psychology in Education. Herzen State Pedagogical University of Russia, 2019. http://dx.doi.org/10.33910/herzenpsyconf-2019-2-105.

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Copur-Gencturk, Yasemin, Han Du, and Ian Thacker. "Differences in mathematical ability beliefs between teachers and mathematicians in higher education." In 42nd Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. PMENA, 2020. http://dx.doi.org/10.51272/pmena.42.2020-78.

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Zakrizevska, Maija. "THE DIFFERENCES BETWEEN SPECIAL EDUCATION TEACHERS PROFESSIONAL BURNOUT LEVELS FOR 10 AND 25 YEARS WORK EXPERIENCE." In SGEM 2014 Scientific Conference on PSYCHOLOGY AND PSYCHIATRY, SOCIOLOGY AND HEALTHCARE, EDUCATION. Stef92 Technology, 2014. http://dx.doi.org/10.5593/sgemsocial2014/b11/s1.059.

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Panferov, Vladimir N., Svetlana V. Vasileva, and Artem S. Ivanov. "The content of the reference role image of the teacher for students with different levels of academic motivation." In The Herzen University Conference on Psychology in Education. Herzen State Pedagogical University of Russia, 2019. http://dx.doi.org/10.33910/herzenpsyconf-2019-2-60.

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Barabashchuk, Hanna, Mariana Dushkevych, and Natalia Hutsuliak. "Psychological Features of the Tolerance of Future Specialists in Socionomic Professions." In ATEE 2020 - Winter Conference. Teacher Education for Promoting Well-Being in School. LUMEN Publishing, 2021. http://dx.doi.org/10.18662/lumproc/atee2020/04.

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It is a set on the basis of theoretical researchers, that the modern specialist of the sphere of «Man-Man», except the certain volume of professional abilities and knowledge, must own personality-mature qualities: to show readiness for self-development and self-perfection; make a decision on their own; have their own system of values and be able to correlate their own vital persuasions with the senses and stereotypes of society. For this reason, development of their tolerance as a constituent of professionalism is important in the professional preparation of specialists of socio-economic professions. Tolerance is not just a tolerance for others' thoughts, beliefs and behaviour, it is a purposeful effort on the part of the individual to create an information space that promotes harmony, interpersonal cooperation, emotional tact and respect. The empirical study involved 40 second-year students, including psychology students and foreign language teachers. The psychodiagnostic complex of methods presented in the article made it possible to obtain reliable research results. A comparative analysis of respondents' indicators showed that «tolerance» as a personal quality is significant for both groups. It is stated that psychology students are more tolerant of representatives of different social strata, while foreign language students are tolerant of ethnic minorities. The study found that future psychologists seeking to assert their beliefs and considerations, if the situation becomes conflictual, can be harsh. Future teachers are more critical of themselves and their opinions, showing tact and understanding to manifest «paradoxical» actions, even if they do not agree with them. The overall tolerance index of the two groups under study indicates that their behaviour and attitudes towards the world, people and events will depend on the particular social situation they are currently in.

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Leutanu, Gabriela. "Involvement of psychology as a science in teaching by reducing anxiety in students and teachers." In Condiții pedagogice de optimizare a învățării în post criză pandemică prin prisma dezvoltării gândirii științifice. "Ion Creanga" State Pedagogical University, 2021. http://dx.doi.org/10.46728/c.18-06-2021.p249-254.

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Psychology as a science investigates the most common mental health problems during childhood and adolescence, including anxiety disorders. When the child begins to doubt his abilities in a subject, anxiety can become a factor that prevents him from learning or reproducing the acquired knowledge. Sometimes this can be confused with a learning disorder when it comes to just anxiety. Left untreated, anxiety disorders can affect both students' ability to study and personal relationships. In severe cases, anxiety disorders can make it difficult to go to school. Anxiety is the first intrinsic answer to the requirement of functioning and performance in conditions at least different from the conditions in which we formed our usual techniques.

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