Relevant bibliographies by topics / Home economics teachers Home economics teachers

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Home economics teachers Home economics teachers'

Author: Grafiati
Published: 4 June 2021
Last updated: 16 February 2022

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Journal articles on the topic "Home economics teachers Home economics teachers"

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Kostanjevec, Stojan, Francka Lovšin Kozina, and Martina Erjavšek. "THE RELATIONSHIP BETWEEN TEACHERS’ EDUCATION AND THEIR SELF-PERCEIVED COMPETENCE FOR TEACHING HOME ECONOMICS." Problems of Education in the 21st Century 76, no. 2 (April 15, 2018): 175–88. http://dx.doi.org/10.33225/pec/18.76.175.

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Relevant teacher qualifications that include specialist knowledge and knowledge in didactics significantly influence the level of achievement of education goals during the teaching process. Teacher's perception of their own professional competence to teach may depend on their qualification which is linked to the education obtained. The purpose of the research was to find out how teachers who teach Home Economics in Slovenian elementary schools estimate their competence to teach Home Economics contents, in reference to their formal education. 89 teachers of 5th and 6th grade Home Economics participated in the research. They were classified according to their formal education, either in the group with completed Home Economics studies (relevant education) or in the group without these studies (irrelevant education). A questionnaire was developed for the teachers to assess their own teaching competence. The obtained data was analysed with descriptive and inferential statistical methods. Results indicated that teachers with completed home economics studies who teach Home Economics feel more competent to teach Home Economics contents than teachers without completed relevant studies. Differences in their perceptions exist in all four Home Economics modules, i.e. economics, textile and clothing, living and environment, food and nutrition. This leads to the conclusion that relevant teacher education is important for teaching Home Economics in all specialist areas of home economics education. As regards providing quality education process and achieving Home Economics education goals, the results indicate that relevant qualifications of teachers should be ensured. Teachers with irrelevant education should be provided with additional professional training. Key words: teachers' education, teachers' competencies, Home Economics, Home Economics teachers, home economics education.
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Elorinne, Anna-Liisa, Lasse Eronen, Milja Pollari, Johanna Hokkanen, Helen Reijonen, and Jamie Murphy. "Investigating Home Economics Teachersí Food Waste Practices and Attitudes." Journal of Teacher Education for Sustainability 22, no. 1 (June 1, 2020): 6–20. http://dx.doi.org/10.2478/jtes-2020-0002.

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AbstractAlthough studies highlight the role of education in sustainable Food Waste (FW) behaviors, few studies examine basic education pedagogies concerning FW. The present research explores Finnish comprehensive schoolteachersí food and FW attitudes, personal FW practices, and FW pedagogy - educational approach, learning environment, classroom actions, and learning materials. Principal Component Analysis and Spearman correlation analyses of data from a convenience-sampled survey examined FW attitude and practice connections. Respondents (n=52), mostly females (85 %) and Home Economics teachers (62 %), reported two main attitudinal components. Wide Range Responsibility (WRR) represented holistic, global, and communal FW perspectives, while Restricted Responsibility (RR) represented individual and hedonistic FW views. WRR together with school related environmental activities correlated significantly with teacher pedagogical practices to enhance pupilsí ability to recognize factors influencing their FW practices. As personal attitudes may carry into teachersí pedagogical practices, future research should examine teachersí personal values and their consistency with basic curriculum values.
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Holley, Claudette S., and Sue W. Kirkpatrick. "Job Satisfaction And Stress Of Home Economics Teachers." Home Economics Research Journal 16, no. 2 (December 1987): 109–19. http://dx.doi.org/10.1177/1077727x8701600204.

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Kim, Seung-Hee, and Jung-Hyun Chae. "Characteristics and development plan of Home Economics teachers." Korean Home Economics Education Association 30, no. 2 (June 30, 2018): 77–102. http://dx.doi.org/10.19031/jkheea.2018.06.30.2.77.

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Suzuki, Akiko. "Research on home economics teacher training curriculum that approaches general-purpose skills by focusing on the essence of the subjects." Impact 2020, no. 8 (December 16, 2020): 15–17. http://dx.doi.org/10.21820/23987073.2020.8.15.

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Home Economics is a mandatory subject in Japanese schools. While the subject teaches valuable life skills, few understand the significance and the science behind this important topic. Professor Akiko Suzuki from the Graduate School of Our Humanities and Social Sciences at Hiroshima University, believes in the value of developing and teaching Home Economics in schools to prepare the children of today for the challenges of tomorrow. Akiko has been working on the curriculum for training Home Economics teachers at the University. In such an uncertain global environment, with the home becoming the centre of not only family life, but also work life, Home Economics is even more important than ever before. Suzuki believes that, through this work, her team can have a big impact on improving and supporting teacher training to provide students with lifelong skills and competencies.
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Granberg, Albina, Viktoria Olsson, and Ylva Mattsson Sydner. "Teaching and learning cooking skills in Home Economics." British Food Journal 119, no. 5 (May 2, 2017): 1067–78. http://dx.doi.org/10.1108/bfj-09-2016-0435.

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Purpose The purpose of this paper is to explore which elements of cooking skills Home Economics (HE) teachers in schools for students with mild intellectual disability (ID) consider important for their students to learn. Design/methodology/approach In total, 22 qualitative interviews with HE teachers of students with mild ID were conducted. The transcripts were analyzed thematically using the sociocultural approach on learning and knowledge as a theoretical framework. Findings The elements of cooking skills that were emphasized included mastering the language of cooking, measuring, following recipes, representing an instrumental and task-centered – knowledge on cooking. Practical implications The results of this study provide an insight into cooking lessons in HE in schools, not only regarding the focus that teachers give to cooking skills, but also to how cooking skills can be understood on a theoretical level. This has implications for both regular schools and schools for students with mild IDs since the elements that teachers consider important then guide what the students are given to learn. Teachers should be conscious that the planning of lessons should also be based on the students’ specific circumstances and context. Originality/value To the authors’ knowledge, this is the first study that provides knowledge about how HE teachers reason regarding which cooking skills they consider important for students to learn. HE is taught to both children and adolescents, and it is important to investigate teachers’ perceptions about the subject and how the teaching is organized, including cooking skills.
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Höijer, Karin, Karin Hjälmeskog, and Christina Fjellström. "‘Food with a purpose’- Home Economics teachers' construction of food and home." International Journal of Consumer Studies 35, no. 5 (August 10, 2011): 514–19. http://dx.doi.org/10.1111/j.1470-6431.2011.01014.x.

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Burge, Penny L., and Steven M. Culver. "The Reciprocal Relationship Between Work and Home Satisfaction for Home Economics Teachers." Home Economics Research Journal 17, no. 4 (June 1989): 337–50. http://dx.doi.org/10.1177/1077727x8901700407.

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Bamalli, Halima Sidi. "Competencies and Strategies for the Teaching of 21ST Century Learners in Vocational Home Economics Education." International Letters of Social and Humanistic Sciences 19 (December 2013): 50–55. http://dx.doi.org/10.18052/www.scipress.com/ilshs.19.50.

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Vocational Home Economics is a skill oriented field of study which equipped the learners with saleable skills that make them self reliance/self employed. To equip the learners, the teacher must also be equipped with competent strategies for effective teaching and learning. The paper looks at Home Economics Education as a Vocation and discussed some effective strategies every teacher should use for teaching. The paper recommends that learners should adapt to change and develop initiative and self direction, while the Home Economics teachers should reposition their teaching strategies for effective teaching and learning in the 21st century.
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Hanley, Michael, and Maura Moran. "Developing a Microteaching Studio for Student Teachers of Home Economics." European Journal of Teacher Education 9, no. 2 (January 1986): 175–79. http://dx.doi.org/10.1080/0261976860090207.

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Dissertations / Theses on the topic "Home economics teachers Home economics teachers"

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Habedi, Marilyn Kgomoco. "Perceptions of home economics teachers and teacher educators regarding the home economics student teaching program at the University of Swaziland /." The Ohio State University, 1988. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487596807821096.

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Smith, Bettye Prelow. "Job satisfaction of Home Economics teachers in Ohio." Connect to resource, 1995. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1225393566.

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Dwyer, Sharon K. "The home satisfaction and work satisfaction of home economics teachers in Virginia." Thesis, Virginia Tech, 1989. http://hdl.handle.net/10919/44631.

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Home satisfaction, work satisfaction and the presence or absence of children were quantitatively assessed using responses from 132 Virginia vocational home economics teachers. Analysis of variance was used to examine whether home satisfaction and the presence or absence of children made a significant difference in work satisfaction. Those items which teachers found most and least satisfying in both their work and home situations were also identified. The analysis of variance found that mean home satisfaction scores made a significant difference upon work satisfaction, while the presence or absence of children did not. The interaction of home satisfaction and children made no significant difference. Home and family items teachers identified as being most satisfying were personal habits, housing, health of family members, and personal health. Those least satisfying were amount of time for self! division of household duties, time together as a family, and family schedule. Aspects which were the most satisfying at work were amount of commuting time, amount of control over job, opportunity to work independently, and friendships at work. Those which were least satisfying were flexibility of work schedule, opportunities for advancement, salary, and meal and break times. Overall, this group of vocational home economics teachers indicated a high level of satisfaction with work and home life.


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Arifin, Ngah Hamsiah. "Perception of teacher trainees toward the home economics course in the teacher training colleges in Malaysia." Online version, 1998. http://www.uwstout.edu/lib/thesis/1998/1998arifinn.pdf.

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Ahmad, Rubiah. "Perceptions, practices and factors to improve food and nutrition education of home economics teachers in teacher training colleges in Malaysia." Online version, 1998. http://www.uwstout.edu/lib/thesis/1998/1998ahmadr.pdf.

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Kreter, Diane. "Indiana high school vocational home economics teachers' time management skills." Virtual Press, 1992. http://liblink.bsu.edu/uhtbin/catkey/845950.

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The purpose of this study was to investigate the time management skills of Indiana vocational high school home economics teachers. The problem accessed in the study are: (1) Do Indiana vocational high school home economics teachers have higher means for time management skills than the established norm (mid level management students) and (2) Is there a difference in the means for time management skills of the Indiana vocational high school home economics teachers by teaching assignment?Three hundred and fifty Indiana vocational high school home economics teachers selected by systematic random sampling design were mailed the instrument with 232 usable responses. The Time Problems Inventory by A. Canfield measured the teachers' time management skills in priority setting, planning, delegation and discipline. Reliability and construct validity were measured with factor analysis. The subjects' teaching assignment was determined with a demographic question.The findings of the study indicated the following:1) Indiana vocational high school home economics teachers' time management skills in the areas of priorities and planning were lower than those of the norm.2) In the area of delegation, the norm group and the home economics teachers showed no significant difference.3) Indiana vocational high school home economics teachers tested significantly above the norm group in the time management skills of discipline.4) The home economics teachers did not differ in management skills by teaching assignment.In total time management skills, Indiana vocational high school home economics teachers are weaker in the areas of planning and priorities. These skills might be strengthened through inservice education.
Department of Home Economics
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Shore, Diana K. McClanahan. "Home economics teachers' personal and professional practice in wellness behavior /." The Ohio State University, 1989. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487672631598218.

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Keller-Ritter, Kelley A. "How graduate education impacts job satisfaction for family and consumer science teachers /." free to MU campus, to others for purchase, 2004. http://wwwlib.umi.com/cr/mo/fullcit?p3137718.

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Cope, Jessica. "Perceptions of Working Conditions of Family and Consumer Science Teachers in Kentucky." Thesis, Northern Kentucky University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10640325.

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Currently in Kentucky there is a shortage of applicants for filling vacant teaching positions, specifically Family and Consumer Science (FACS) teaching positions. There are more vacancies than there are teachers to fill the positions. This study’s primary purpose was to determine the current working conditions, perceptions of working conditions, and changes that could improve satisfaction for FACS teachers. This research included a survey and three focus groups with FACS teachers in Kentucky. Through these methods, data was collected to identify the areas that could use improvement and how these improvements could be made. The results were that most teachers were very satisfied or usually satisfied. For an increase in satisfaction, teachers indicated smaller class sizes, more money, updated classrooms, updated equipment and more administrative support.

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Ryu, Sang-Hee. "Curriculum orientations and professional teaching practices reported by Korean secondary school Home Economics teachers and teacher educators /." The Ohio State University, 1998. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487951907960049.

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Books on the topic "Home economics teachers Home economics teachers"

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Emery, Linda. Home economics: A list of A-V materials for students and teachers. 2nd ed. Glasgow: Jordanhill College of Education Library, 1985.

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Zhong xue jia zheng shi zi pei yu zhi yan jiu. Taibei Shi: Wen jing chu ban she, 1986.

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National Workshop for Home Economics Educators in Malawi (1989 Chancellor College, Zomba). Strengthening the professional competencies of home economics educators in Malawi: Report of the National Workshop for Home Economics Educators in Malawi, 7-11 August, 1989, Chancellor College, Zomba : a report. Zomba [Malawi]: Chancellor College, 1989.

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Wersch, Susan. Middle years home economics/industrial arts: Linking learning to living : a support document for teachers. Winnipeg, Manitoba: Manitoba Education and Youth, 2003.

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Grunwald, Lisa. The irresistible Henry House: A novel. New York: Random House, 2010.

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Donnelly, C. T. Inset preferences v Inset provision: Problems and prospects : a study of home economics teachers in Northern Ireland. [S.l: The author], 1991.

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"Bunken kajika" no kenkyū: Monbushō kyōin kentei shiken kajika gōkakusha no raifu hisutorī. Tōkyō: Gakubunsha, 2009.

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1925-, Campbell Robert C., ed. Home economics teacher's survival guide. West Nyack, N.Y: Center for Applied Research in Education, 1993.

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Thorne, Alison Comish. Visible and invisible women in land-grant colleges, 1890-1940. Logan, Utah: Utah State University, 1985.

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Branch, Alberta Curriculum. Junior high home economics teacher resource manual. [Edmonton, AB]: Alberta Education, Curriculum, 1987.

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Book chapters on the topic "Home economics teachers Home economics teachers"

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Elorinne, Anna-Liisa, Noriko Arai, and Minna Autio. "Pedagogics in Home Economics Meet Everyday Life." In Reforming Teaching and Teacher Education, 145–68. Rotterdam: SensePublishers, 2017. http://dx.doi.org/10.1007/978-94-6300-917-1_6.

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Kubaník, Pavel. "School, Languages and Power in Pretend Play of Romani Children." In Social and Economic Vulnerability of Roma People, 53–63. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-52588-0_4.

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AbstractThis text explores different language ideologies and different ideologies of childhood and socialization among Romani parents and local teachers of Romani children. It also makes some notes on different modes of learning that the children can come across both inside and outside the school environment. All these features can be linked with the child-structured pretend play with school instruction as the main topic, as I observed it during my stays in one segregated Romani settlement in Eastern Slovakia. Among other functions, this play creates a natural niche of using Slovak, a language of instruction and the second language of children in Gav, which is not used in home environment of the children. I will show that, despite the teachers seeing the Romani settlement as a non-stimulating environment, the children learn many things in many different patterns. Nevertheless, the text presents the settlement and the school not as two different worlds, but as places naturally linked together through child agency.
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Nicolau, Lurdes. "Roma at School: A Look at the Past and the Present. The Case of Portugal." In Social and Economic Vulnerability of Roma People, 153–63. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-52588-0_10.

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AbstractThe schooling process has become more widespread among the Portuguese Roma population since 1974, with the end of the Estado Novo dictatorship and the establishment of democracy. Nevertheless, the Roma nomadism or semi-nomadism, financial shortcomings and the absence of social/cultural/family stimuli are some of the reasons that explain their low school attendance rates. Only in the last decades has such attendance increased, as a result of the implementation of several public policies, particularly of the Social Integration Income. This social policy, implemented in 1996, introduced important changes in this population, especially in areas such as schooling, personal hygiene, housing, health, or sedentism.Recent research has shown an increase in the educational level of the Roma population, but school dropouts and failure remain high. This tendency was also studied in the northeast of Portugal, in a PhD thesis about the relationships between the Roma and school. In the present research work, a qualitative methodology was adopted, using direct and participant observation, as well as interviews to some Roma parents and non-Roma teachers. Both groups emphasize the main difficulties of Roma children at school.The conclusions show that several factors affect these students’ schooling nowadays, especially poor housing conditions, parents’ illiteracy or low schooling, lack of daily study monitoring at home, absence of models in their environment, non-attendance of pre-school, and discrimination against them.
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"6. Demography, Economics, and the Revolting Teachers, 1971-1984." In From Hope to Harris, 110–23. Toronto: University of Toronto Press, 1999. http://dx.doi.org/10.3138/9781442675087-007.

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Fox, Anne, and Christine Wogowitsch. "Green Pedagogy: Using Confrontation and Provocation to Promote Sustainability Skills." In Teacher Education in the 21st Century - Emerging Skills for a Changing World. IntechOpen, 2021. http://dx.doi.org/10.5772/intechopen.96432.

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The chapter describes the features of Green Pedagogy, originally developed in Austria in German where it is still being actively researched. Green Pedagogy offers a structured approach to lesson planning to achieve embedded sustainability competencies within a specific vocational or academic field. The Green Pedagogy approach achieves sustainability competency through a controlled appeal to the emotions and the explicit uncovering of learner values to take on new ideas and new perspectives in a more sustainable direction. The approach is compatible with many recommended Education for Sustainable Development (ESD) pedagogies such as project-based teaching and the case study approach. The approach also implements several more general evidence-based pedagogical strategies such as concept change. The key feature of Green Pedagogy is that the process ends with locally based action whose wider implications are explored. We relate some of the challenges involved in translating a pedagogical approach from one language to another as the ProfESus Erasmus project aimed to disseminate Green Pedagogy to a global cohort of teachers of home economics in English. Reactions of participating teachers in the piloting of the training are explored and some practical solutions offered.
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Morrison, Peggy. "School Home Interactive Curriculum Development." In Handbook of Research on Effective Communication in Culturally Diverse Classrooms, 129–52. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-4666-9953-3.ch007.

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The chapter describes School Home Interactive Curriculum Development, a process of structured collaboration between educators and families used to cyclically co-construct thematic, interdisciplinary curriculum units in first grade classrooms of a Spanish/English Dual Language Immersion bilingual program. While not a formal case study, the chapter describes the case of the authentic situation where classroom teachers partnered with families of historically disenfranchised communities (linguistic, immigrant, economic) to develop culturally responsive pedagogy and practice in public school classrooms. The process was sustained and refined over a six-year period. A primary aim of this process was to legitimize the knowledge and perspectives of the families and communities within the public school institution and to support students to develop a sense of agency as owners and creators of valuable knowledge.
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Mligo, Ignasia Renatus. "Early Childhood Investment for Future Economic Growth and Industrial Development in Tanzania." In Advances in Electronic Government, Digital Divide, and Regional Development, 38–53. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-6471-4.ch003.

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Early childhood investment in young children 0-8 years is important. It offers a good start in life involving caring, nurturing, and safe environment to children who are the future hope of any society and nation. This chapter seeks to clarify the significance of investing quality early childhood education services for future industrial development and economic growth in Tanzania underpinned by economic growth perspectives. This chapter reports findings from an interpretive phenomenological design in three Teacher education and preschool settings in Tanzania with 10 tutors, 8 preschool teachers, and 8 parent participants. Data was generated using semi-structured interviews, focus group discussions, and documentary reviews. Findings indicated that parents and community from the areas studied lack knowledge of benefits of early investment in education. The study recommends the need for effective future practice directed at improving human development in early years in Tanzania. To achieve these aims, government policy planners need to locate favorable teaching and learning environments.
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Taole, Matshidiso Joyce, and Simon George Taukeni. "Developing a Culture of Nonviolence in Schools." In Cultivating a Culture of Nonviolence in Early Childhood Development Centers and Schools, 101–19. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-7476-7.ch006.

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Violence is a common occurrence in schools and poses a threat to education as a vehicle of economic development and economic freedom. The chapter aims at discussing factors that can promote the development of a culture of non-violence in schools. However, it is important that causes of violence in schools be understood before making suggestions on how to make schools safe for our children. There are numerous factors that contribute to school violence such as the curriculum, poverty, teachers, students' home life, the external environment of the school, and socio-economic factors. The authors argue that collaboration between different stakeholders is important if schools wish to reclaim their former glory of being centers of excellence and agents of social change. This chapter suggests that it is through education and empowering children, parents, teachers, and the community at large that we can achieve a culture of peace and non-violence in schools.
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Taole, Matshidiso Joyce, and Simon George Taukeni. "Developing a Culture of Nonviolence in Schools." In Research Anthology on School Shootings, Peer Victimization, and Solutions for Building Safer Educational Institutions, 694–708. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-5360-2.ch033.

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Violence is a common occurrence in schools and poses a threat to education as a vehicle of economic development and economic freedom. The chapter aims at discussing factors that can promote the development of a culture of non-violence in schools. However, it is important that causes of violence in schools be understood before making suggestions on how to make schools safe for our children. There are numerous factors that contribute to school violence such as the curriculum, poverty, teachers, students' home life, the external environment of the school, and socio-economic factors. The authors argue that collaboration between different stakeholders is important if schools wish to reclaim their former glory of being centers of excellence and agents of social change. This chapter suggests that it is through education and empowering children, parents, teachers, and the community at large that we can achieve a culture of peace and non-violence in schools.
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Meyer-Peyton, Lore. "Elements of a Successful Distributed Learning Program." In Distance Learning Technologies, 82–90. IGI Global, 2000. http://dx.doi.org/10.4018/978-1-878289-80-3.ch007.

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Global connectivity has opened up a new dimension in education, namely, the concept of delivering education via technology to students who may never see their classmates or their instructor face to face. The typical school with its traditional classrooms does not exist in this new scenario, and many of the professionals responsible for developing distributed learning courses are new to the task. This chapter will guide the reader through the process of planning and implementing a distributed learning program. The model for this chapter is the distributed learning program provided by the Department of Defense Education Activity to schools serving the family members of U.S. military personnel at home and abroad. The DoDEA Electronic School (DES) offers sixteen courses to over six hundred students at 56 high schools in fourteen countries, spanning twelve time zones. The program has been in existence for over twelve years, evolving from a two-teacher program to a worldwide school headed by an administrative staff and employing 23 instructors and four technical support staff members. Courses currently available through the DES include seven advanced placement courses (Calculus AB and BC, Physics B, German, United States History, and Computer Science A and AB); five computer programming courses (Pascal I and II, Q-BASIC, Visual BASIC, and C++); economics; health; humanities; and science research seminar. In addition to offering student courses, the DES is in the process of adding an extensive staff development component. With teachers and staff based worldwide, the system can save a significant amount of travel money by providing staff development opportunities that are accessible at the local site. The DoDEA Electronic School grew up with technology. During those first years, students used an acoustic coupler and a telephone to call a central computer in the United States, where they accessed a text based conferencing program to communicate with their classmates and instructors. Today’s DES instructors develop their courses in Lotus Notes, and students can use either the Lotus Notes client or a Web browser. Domino servers at each school send and receive information via the Internet, resulting in efficient transfer of data. In today’s environment, rich with technology but short on hours in the day, there is no time afforded for the luxury of “evolving.” Professionals tasked with developing distributed learning programs for their organizations are given a staff, a budget and a mandate— and certainly a challenge. The goal of this chapter is to help those professionals meet the challenge by examining the key elements of a successful distributed learning program.
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Conference papers on the topic "Home economics teachers Home economics teachers"

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Urdziņa-Deruma, Māra, Mārīte Kokina-Lilo, and Gunta Treimane. "The Quality of Home Economics and Technologies. Opinions of Home Economics and Technologies Teachers." In 77th Scientific Conference of University of Latvia. University of Latvia, 2019. http://dx.doi.org/10.22364/htqe.2019.10.

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Shao, Defu, Xiaojun Ma, Hongwei Pan, and Chunjiang Li. "Research Status and Enlightenment of Teaching Evaluation of Teachers at Home and Abroad." In 2018 2nd International Conference on Education, Economics and Management Research (ICEEMR 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/iceemr-18.2018.173.

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Prahastuti, Endang, Didik Nurhadi, and Siti Zahro. "Improving Teaching Methods Through The Development Program For Teachers' Career And Leadership (An In-Depth Theoretical Study)." In 1st International Conference on Social, Applied Science and Technology in Home Economics (ICONHOMECS 2017). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/iconhomecs-17.2018.7.

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Rahayu, Kusmaryati D., Harisa P. Wika, and Agnes Ratih Ari. "Work From Home: The Role of Work Engagement on Productivity During Covid-19 Corona Pandemic a Study in Teachers and Lectures in Yogyakarta Province and City Nears Yogyakarta." In The 3rd International Conference on Banking, Accounting, Management and Economics (ICOBAME 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/aebmr.k.210311.009.

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Safronova, Victoria, and Evgeniya Klyukina. "The Ideal Language Student ‒ Myth or Reality." In 14th International Scientific Conference "Rural Environment. Education. Personality. (REEP)". Latvia University of Life Sciences and Technologies. Faculty of Engineering. Institute of Education and Home Economics, 2021. http://dx.doi.org/10.22616/reep.2021.14.020.

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The image of the ideal student, existing in the era of new technologies, ubiquitous Twitter and Facebook, messengers and commercials, undoubtedly attracts the attention of researchers both at home and abroad. This is a cumulative image of cognitive abilities, business qualities, psycho-physiological peculiarities, appearance and interpersonal skills. This study aims to identify the main characteristics of the image of the ideal language student as perceived by the teachers of foreign languages from three leading universities: Lomonosov Moscow State University (MSU), Plekhanov Russian Economics University and The Presidential Academy of National Economy and Public Administration. The relevance of the study is determined by insufficient research of the problem and qualitative changes which have been occurring over the 21st century in education in general and tertiary education in particular. The article attempts to describe and analyse the results of an anonymous survey pertaining to the image of ideal language students as perceived by the practicing instructors of foreign languages. The total number of respondents was 79, including 42 instructors from Plekhanov University, 22 from the Presidential Academy and 15 from MSU. The analysis of the responses showed that the ideal student as perceived by the teachers is the one who possesses good critical thinking skills, is motivated and disciplined with a serious attitude to study. The obtained results do not allow drawing conclusions about specific features of the ideal student depending on the length of pedagogical experience. Each age group included all possible sets of characteristics. It is noteworthy that teachers from MSU valued both social qualities (team work, sociability) and personality traits (diligence, decency); the instructors from the Presidential Academy ranked first adequate reaction to critique and willingness to listen and hear; while their counterparts from Plekhanov University emphasized the importance of good presentation skills, speaking and communication competency alongside the interest in the subject. The statement “There are no ideal students” also came from among the practitioners of Plekhanov University.
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Kozina, Francka Lovšin. "Pre-Service Teacher Trainees' Textile Literacy." In 14th International Scientific Conference "Rural Environment. Education. Personality. (REEP)". Latvia University of Life Sciences and Technologies. Faculty of Engineering. Institute of Education and Home Economics, 2021. http://dx.doi.org/10.22616/reep.2021.14.038.

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In an era of consumerism, unsustainable clothing consumption is becoming an essential problem. Problems are related to extensive use of raw materials, energy, water, and labour. There are also bottlenecks with used chemicals in production and labour exploitation issues. Home economics subjects deal with concerns related to textile topics and try to raise awareness of sustainable consumption of textile products. Particularly important is to educate people to have the right knowledge and skills to behave sustainably. The aim of the study was to find out the extent of pre-service teacher trainee’s knowledge on textile topics and to research their behaviour in consumer process. In the pilot study, 69 home economics students participated. The research survey was designed to measure the teacher trainee’s textile literacy. The results indicate problems in the field of theoretical knowledge as well as in terms of sustainable behaviour in the entire chain from purchase to disposal of textiles.
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Oprea, Daniela. "School Effects of Attachment Break in Context of Economic Migration of Parents." In ATEE 2020 - Winter Conference. Teacher Education for Promoting Well-Being in School. LUMEN Publishing, 2021. http://dx.doi.org/10.18662/lumproc/atee2020/23.

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Romania is going through a period of economic transition, subject to the pressures of globalization that affect the evolution of the family, at the micro social level, structurally, from the behaviour and relational point of view. The continuous process of changes in the labour market, the inefficiency of the association between vocational training and job satisfaction, the financial difficulties felt by most families but also the challenge of modernity have emphasized the phenomenon of migration in the last decade. The departure of parents who have to work abroad has become a worrying phenomenon with a higher incidence in the eastern half of the country. It has got complex effects on the evolution of the family, especially on the children left at home with one of their parents or their tutors. Nowadays, the studies show more and more situations of neglect in which children become victims and suffer emotionally and physically. They also suffer various abuses, they are exploited through work or sex. In schools, there is a new profile of special educational requirements (not deficiencies), the profile of children left at home without parental support. It is worrying the migration phenomenon seen as a value model by the young generation and its negative effects at school level: decrease of motivation for learning or school abandonment. The present study discusses a review of the current scientific literature objectively, which examines the impact of breaking attachment relationships between children and parents on socio-emotional development and school outcomes. The Romanian society knows an important socio-economic phenomenon, which has grown since 1990: migration. In 2017, a study carried out at the request of the Romanian Government recorded more than 85,000 children left home alone with one of the parents or without parental supervision. We aim to analyse what effects at school and socio-emotional level have the loss of attachment ties having as moderators the gender of the migrant parent, the duration of the separation, the age at which the separation occurs. When these relationships are interrupted, the child’s emotional development is affected, his emotional balance having repercussions in his social life. The purpose of this study is to identify, monitor the dimensions of the phenomenon in intensely affected areas (Braila and Galati counties), the psycho-pedagogical aspects of children with migrant parents exposed to situations of vulnerability, marginalization and to propose a program of educational strategies in order to optimize school motivation. The main objective of the research is to identify, evaluate and involve them into adaptive actions that have as their objective the rebalancing of the socio-affective relations
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Rodrigues, Ana Luísa. "Leadership and supervision in pre-service Economics and Accounting teacher education in Portugal." In INNODOCT 2019. Valencia: Universitat Politècnica de València, 2019. http://dx.doi.org/10.4995/inn2019.2019.10103.

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The process of leadership and pedagogical supervision in preservice teacher education is a determining factor in the relationship that needs to be established between the higher education institution (HEI) and the cooperating school (CS) where the future teacher carries out his supervised pedagogical practice. This study intends to analyze this process of leadership and supervision, understanding this relationship in a perspective of effective collaboration, reflection and sharing of practices, assuming the teacher of the CS as a fundamental element of the process. Based on this assumption, it will be important to provide teaching and learning situations with individual and joint reflections, in order to promote autonomy and shared interaction, contributing to professional development and to the co-construction of knowledge. Methodologically, this is a case study with participant observation, within the scope of the Master's Degree in Teaching Economics and Accounting of the Institute of Education of the University of Lisbon, the only master's degree in Portugal that gives professional qualification for teaching in secondary education in Economics and Accounting. With this study hope to obtain a characterization of the leadership and supervision process developed and to delineate the main functions of the mentor teacher as a fundamental part of the process of collaborative supervision, in the context of the current model of teacher training.
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