Relevant bibliographies by topics / Functions of the teacher

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Academic literature on the topic 'Functions of the teacher'

Author: Grafiati
Published: 4 June 2021
Last updated: 4 February 2022

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Journal articles on the topic "Functions of the teacher"

1

Anggraeni, Novita. "Efforts to Improve Teacher Performance: A Theoretical Review." Eduvest - Journal Of Universal Studies 1, no. 7 (2021): 596–602. http://dx.doi.org/10.36418/edv.v1i7.98.

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This article describes about improving teacher performance from the point of view of teacher performance. The writing of this article uses descriptive analytical methods by reviewing the literature on teacher performance theory. Based on this study four conclusions were found: (a) Teachers are one component of education that play an important role in the success of education, teachers are expected to be able to play the role of ideal teachers. (b) Improving teacher performance is one way to improve the quality of education. (c) Teacher performance is the teacher's perception of teacher's work performance related to the quality of work, responsibility, honesty, cooperation and work results. (d) Several factors that influence teacher performance include: (1) the principal's leadership role, (2) personal relationships between peers, (3) teacher-controlled competencies, (4) good training and development of Teacher Resources (HR). Teachers have an important role as a determinant of the success of a quality learning process. Therefore, efforts are needed to improve teacher performance to know their roles and functions so that educational goals can be achieved.
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2

Lederman, Norman G., and Judith S. Lederman. "The Functions of a Teacher." Journal of Science Teacher Education 27, no. 7 (2016): 693–96. http://dx.doi.org/10.1007/s10972-016-9486-z.

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3

Yudiawan, Agus, and Faradillah Wirjaza Putri. "MANAJEMEN SEKOLAH MUSLIM MINORITAS: Menguji Kontribusi Kepemimpinan Kepala Sekolah pada Kinerja Guru di Papua Barat." Al-Fikr: Jurnal Pendidikan Islam 6, no. 2 (2020): 95–100. http://dx.doi.org/10.32489/alfikr.v6i2.87.

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Educational governance in schools is closely related to the concept of leadership and the quality of teacher work. Of course, a good leader must be able to understand and carry out various leadership functions in moving his teacher. So that the goals of the educational institutions he leads can be realized immediately. This study aims to examine the principal's leadership function and its contribution to teacher performance in minority Muslim schools. This study used a quantitative descriptive approach with a population of 30 teachers. The entire population was sampled using the saturated sampling technique. Data were collected by distributing questionnaires and analyzed descriptively and inferentially. The inferential analysis used a simple linear regression model. The results showed that: principals were able to carry out leadership functions well (76,7%), teacher performance is in the medium category (59,8%), and principal leadership contributes positively and significantly to teacher performance in Muslim minority areas. It can be concluded that, if the leadership functions are carried out properly, the teacher's performance will increase.
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4

Maleko, Elena V., Yuliya L. Kiva-Khamzina, Natal'ya A. Rubanova, Elena V. Каrpova, Natalya A. Plugina, and Alexey Yu Trutnev. "Peculiarities of distance learning in higher education: The teacher’s functions as a chat communication organizer." Cypriot Journal of Educational Sciences 16, no. 1 (2021): 341–57. http://dx.doi.org/10.18844/cjes.v16i1.5533.

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The purpose of this article is to define the functions of the teacher as the organizer of chat communication, which has become one of the foundations of Internet communication. The leading method for the study of this problem is the method of situational modeling, which allows considering chat-communication as a process of new social interaction, requiring the leading role of the teacher-organizer, ensuring the maximum involvement of all participants-communicators in this process in order to assimilate new knowledge by the perceiver (learners). This article presents new methodological methods of teacher's work within the framework of chat-communication, defines the important functions of a teacher, who communicates knowledge in the changed socio-cultural environment. The presented methodological material is designed to help teachers of higher education to use chat-communication as a new channel of knowledge transfer from a teacher to a student to adapt to the new communicative realities, to give awareness of the continuity of the educational process, even in a situation of significant changes in conditions of its implementation.
 
 Keywords: distance learning, higher education, internet communication, chatting, teacher functions
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5

Semenov, Alexander Alexeevich, Vera Valentinovna Solovieva, and Andrey Stepanovich Yaitsky. "Multifunctional training of future teachers in context of Federal State Educational Standards and Professional Standard of Pedagogue." Samara Journal of Science 6, no. 3 (2017): 307–12. http://dx.doi.org/10.17816/snv201763310.

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Pedagogical activity is multifunctional in nature. Multifunctionality of the teacher's activity is obliged by the requirements of the Federal State Educational Standards of Higher Education as well as the teachers professional standard. Multifunctional training of future teachers is the process (and result) of mastering by the pedagogic bachelors and masters of set of competencies aimed at fulfilling various teacher functions. There are six basic functions of the modern teacher identified: pedagogical, project, research, methodological, managerial and cultural-educational. The pedagogical function is complex in nature and includes a number of other functions: tutoring, education, developing and correction. All of them are interrelated. The article outlines characteristics of mentioned above functions, describes the track record of training of future teachers at Faculty of Natural Sciences and Geography of Samara State University of Social Sciences and Education as part of baccalaureate and magistracy programs of pedagogical education. This consists of updating of courses content that are implemented according to the student selection, development and realization of new ones, organization and execution of training and production practices, educational and research works of students, scientific conferences, student competitions and olympiads, publication of scientific collected papers (including student ones). Article also presents the results of surveys of graduates on the quality of their preparation for the various teaching functions.
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6

Lv, Linqiong, and Jiaqiang Hu. "Understanding Teacher Authority." Journal of Education and Development 5, no. 2 (2021): 44. http://dx.doi.org/10.20849/jed.v5i2.916.

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Despite the fact that teacher authority is an ever-present and fundamental component of everyday school life and classroom experiences, teacher authority remains poorly understood and insufficiently researched. By reviewing the sociological and educational literature on teacher authority, the study outlined the current status of teacher authority research, explicated the institutional and personal sources of legitimate teacher authority, and delineated four perspectives for understanding teacher authority: a) teacher authority is legitimate domination generated and justified by professional and personal sources of legitimacy; b) teacher authority functions through pedagogical discourse which is a both instructional and regulative process of transmitting value-laden knowledge; c) teacher authority is in dynamic teacher-student relationships where teachers cannot automatically possess but have to earn students’ respect; d) teacher authority emits educational influences and essentially serves the moral order of conscience. The study calls for more research into teacher authority especially against the backdrop of declining teacher authority yet ever growing expectations and demands on teachers and teaching outcomes.
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7

AY, Alpaslan, and Aysegul Kadi. "Identity Functions and Empathetic Tendencies of Teacher Candidates." Higher Education Studies 6, no. 3 (2016): 11. http://dx.doi.org/10.5539/hes.v6n3p11.

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<p>Objective of this research is to investigate identity functions and empathetic tendencies of teacher candidates<strong>. </strong>Sample consists of 232 teacher candidates in social studies teacher education. Survey model is preferred to investigate the difference between identity functions and empathetic tendencies of teacher candidates. And also correlational design is used to investigate the relationship between identity functions and empathetic tendencies of teacher candidates. Findings are: Identity functions and empathetic tendencies of teacher candidates don’t change according to gender, class, education level of mother and father, family income and education type. İdentity functions points of teacher candidates change according to age but empathetic tendencies of teacher candidates don’t change according to age. İdentity functions points of teacher candidates don’t change according to geographical region but empathetic tendencies of teacher candidates change according to geographical region. İdentity functions and empathetic tendencies points of teacher candidates change according to administrative division. There is not a significant relationship between identity functions and empathetic tendencies of teacher candidates at 0.05 level of significance.</p>
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8

SAGAIDAK, V., and V. GRYNOVA. "CREATION OF A COMFORT ZONE FOR A TEACHER IN A NEW UKRAINIAN SCHOOL." ТHE SOURCES OF PEDAGOGICAL SKILLS, no. 26 (April 7, 2021): 175–80. http://dx.doi.org/10.33989/2075-146x.2020.26.227641.

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The modern teacher of the New Ukrainian School is constantly immersed in his work, and thus forgets about the priority personal needs. From here we can say that the comfort zone is extremely important, because it performs many functions, and, above all: reduces psychological and mental fatigue, helps the teacher to relieve stress and renew their emotional and physical resources; prevents professional burnout. We considered the teacher's room as a comfort zone for teachers in the New Ukrainian School. The modern requirements for the arrangement of the teacher's room as a place of work and rest are analyzed. The author's project "Equipment of a teacher's room as a comfort zone for teachers in the New Ukrainian School" was developed in compliance with all standards and recommendations. In the process of creating the author’s project, the technique of “zoning” and “flow of space” was used, which promotes the preservation of health and prevents the professional burnout of teachers of the New Ukrainian School.
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9

Cheong Cheng, Yin, and Allan Walker. "Multi‐functions of school‐based teacher education." International Journal of Educational Management 11, no. 2 (1997): 80–88. http://dx.doi.org/10.1108/09513549710163970.

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10

Orland-Barak, Lily, and Jian Wang. "Teacher Mentoring in Service of Preservice Teachers’ Learning to Teach: Conceptual Bases, Characteristics, and Challenges for Teacher Education Reform." Journal of Teacher Education 72, no. 1 (2020): 86–99. http://dx.doi.org/10.1177/0022487119894230.

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Preservice teacher education programs worldwide are increasingly becoming field based with student teaching as the capstone experience for preservice teacher learning in the program. Consequently, mentor teachers at field-placement program schools are bestowed with new and unique functions to support preservice teachers’ learning to teach, which calls for new conceptualizations of teacher mentoring approaches. This article critically examines the theoretical underpinnings of four existing approaches to teacher mentoring during student teaching, analyzes the focuses and practices associated with each approach, and identifies the major challenges that each approach faces in guiding preservice teachers to learn to teach as expected by the field based teacher education reforms. Finally, it proposes an integrated approach to teacher mentoring for field-based teacher education that transcends the four existing teacher mentoring approaches.
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