Relevant bibliographies by topics / Professional qualities of teachers

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

Academic literature on the topic 'Professional qualities of teachers'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "Professional qualities of teachers"

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Rakhimbekova, A., and N. Alpysbaeva. "REQUIREMENTS FOR PROFESSIONAL AND PERSONAL QUALITIES OF PRIMARY SCHOOL TEACHERS." BULLETIN Series of Pedagogical Sciences 69, no. 1 (May 31, 2021): 101–8. http://dx.doi.org/10.51889/2021-1.1728-5496.13.

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The article discusses the requirements for professional and personal qualities of primary school teachers. The rapidly changing modern world simultaneously changes the socio-pedagogical functions of the teacher and the requirements imposed on him. Today, the goal of the school is not only to transfer new knowledge, goals, values and personal meanings, but also to reveal the abilities of a growing person. Traditional views are replaced by a new pedagogical system, in connection with which the requirements of society to the teacher's personality change, which reflects the updated content and structure of his professional activity. An important factor affecting the effectiveness of the teacher's activity is his personal qualities. When considering the qualities of a teacher as a subject of activity, researchers distinguish professional and pedagogical qualities that are very close in abilities and can be individual.
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Chu, Wenxiu, Honggang Liu, and Fan Fang. "A Tale of Three Excellent Chinese EFL Teachers: Unpacking Teacher Professional Qualities for Their Sustainable Career Trajectories from an Ecological Perspective." Sustainability 13, no. 12 (June 14, 2021): 6721. http://dx.doi.org/10.3390/su13126721.

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Teachers’ quality has long been researched in the field of general education. However, little attention has been paid to the professional qualities of excellent English as a foreign language (EFL) teachers in the context of English curriculum reform, especially from an ecological perspective. To address this gap, this study adopted a qualitative approach to characterise the qualities of excellent senior high school EFL teachers in China and the development of their professional qualities using Bronfenbrenner’s ecological systems model. Four interconnected dimensions of excellent EFL teachers’ professional qualities were confirmed: English language pedagogical content competence, beliefs about the foreign language teaching profession and professional ethics, beliefs about foreign language teaching and learning, and beliefs about language teacher learning and development. Meanwhile, the EFL teachers constructed and developed their professional qualities in their dynamic interaction with the complex ecological systems where they lived. The paper considers these various teacher-related factors in the ecological systems and provides some suggestions for sustaining EFL teachers’ professional development.
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Saydullaeva, Dilorom. "PEDAGOGICAL QUALITIES OF THE SPECIALIST." Journal of Central Asian Social Studies 02, no. 01 (January 1, 2021): 106–11. http://dx.doi.org/10.37547/jcass/volume02issue01-a17.

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This article describes the teachers 'professional-theoretical, methodological and social characteristics of human nature, based on the analysis of the structure of the future teachers should be based on a system of positive qualities, improve teachers' professional, cultural and human
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Bartkiv, Oksana, and Oksana Smalko. "FORMATION OF FUNDAMENTALS OF PEDAGOGICAL SKILLS OF FUTURE TEACHERS." Scientific Bulletin of Uzhhorod University. Series: «Pedagogy. Social Work», no. 1(48) (May 27, 2021): 24–28. http://dx.doi.org/10.24144/2524-0609.2021.48.24-28.

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present paper addresses the issue of formation of foundations of pedagogical skills of future teachers. Due to the requirements of the concept of a New Ukrainian School, since a modern school needs a successful teacher who can solve professional problems in the quality of teaching, the use of interactive technologies in the educational process, and the establishment of its interaction between actors based on parity and cooperation. The article aims to determine the essence and components of teacher’s pedagogical skills and the peculiarities of their formation among the future teachers. The realization of the goal requires solving the following problems: 1) to reveal the essence of pedagogical skill and structure: 2) to offer various types of tasks to form the foundations of students’ pedagogical excellence. We used scientific methods of analysis, synthesis to clarify the essence and components of professional competence of future teachers, the definition of interactive methods and techniques for their effective formation in students; methods of generalization and systematization to formulate views on the interpretation of the essence of the concept of «pedagogical skills of a teacher». We defined the following teacher’s pedagogical skills as one of the most important and interconnected at each level of teacher training and self-improvement: readiness to perform professional pedagogical activity; integrating pedagogical creativity; professionally essential qualities; individual and activity components of pedagogical skills. We proposed tasks to form the individual (professionally important qualities) and activity (build a competent model, create a «value profile of an individual», readiness to fulfil the professional role as a teacher − innovator, coach, facilitator, tutor, mentor) components of future teacher’s pedagogical skills. We emphasize the importance of using pedagogical empowerment as future teachers’ ability to demonstrate pedagogical skills and confident implementation of professional activities.
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SYSOEV, Aleksandr N. "Modern model of physical education teacher's professional activity." Medicine and Physical Education: Science and Practice, no. 3 (2019): 67–73. http://dx.doi.org/10.20310/2658-7688-2019-1-3-67-73.

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Introduction. In this article we analyzed the current characteristics of the professional activity of physical education teachers. We considered the main components of vocational training of specialists in physical education. Purposes and tasks. The main purpose of the study was to develop a model of professional activity of a physical culture teacher based on the identification of the most important qualities. Materials and methods. Questionnaire survey and correlation analysis. Main results. Based on the data of the questionnaire survey, we identified the main most important components that lead to the success of the professional activity of the physical education teacher. We determined the expression of professionally important qualities depending on the length of pedagogical activity of teachers. There is a mismatch between the level of importance and the degree of expression of professionally important qualities in respondents surveyed. Conclusion. The obtained data can be useful for improving the educational process in faculties of physical culture.
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Hien, Nguyen Thi, and Mai Van Hung. "Professional Standards Training and Understanding Pre-School Teachers’ Knowledge about Professional Standards." Journal of Asian Multicultural Research for Educational Study 2, no. 1 (May 10, 2021): 10–15. http://dx.doi.org/10.47616/jamres.v2i1.116.

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Theimprovement of the teacher’s quality, including teachers in general and preschool teachers in particular, hasgained interested in many countries around the world. Currently, most countries in the world have issued a framework of competency or professional standards for teachers as a basis for preschool teachers to self-assess and be assessed for their qualities and competenciet. On that basis, preschool teachers can implement the plan of quality training, strengthen and improve professional expertise. This article, the author conducts research to evaluate the implementation of the professional standards manual of schools and the teacher's understanding of professional standards. This is considered an important factor that will contribute to improving the effectiveness of teacher ratings according to professional standards. In this study, the author uses mainly quantitative research methods (survey, descriptive statistics and inference statistics) to clarify the problems that the research has posed. Research results show that there is a relationship between standard manual training and preschool teachers' understanding of professional standards. Standards instructors have a good understanding of professional standards. Especially the training is organized by the school and the education and training department, so the training classes are small, with a small number of participants and therefore higher quality.
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Teneva, M. "DYNAMICS IN DIAGNOSING THE QUALITY OF THE GOOD TEACHER." Trakia Journal of Sciences 17, no. 2 (2019): 101–6. http://dx.doi.org/10.15547/tjs.2019.02.002.

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Education is a supreme human value that builds on the prosperity of society and the development of world progress. The personality of the teacher has a significant influence on the results of the educational process. The genesis of the teaching profession is rooted in ancient times. Over the centuries it has marked its development and affirmed its socially meaningful nature. Practising the profession of "teacher" is based on a person-to-person interaction. It is seen as a well-structured system with clearly differentiated and hierarchical levels of interaction. In his or her professional activity, the teacher enters into different interactions and realizes a complex of functions and professional roles, on the basis of which different types of teachers can be differentiated. One type of teacher is flexible, adaptable, open-minded, conscientious, creative, active, patient, committed to the profession, spiritualized, supporting the child’s development, ready to accept challenges. The other type is the conservative teacher, biased, irresponsible, reproductive, unbalanced, selfish, unconcerned for the prosperity of the students, boring, applying templates in their work. The first mentioned type of teachers receive a high public score for their professional work. They are categorized by users of educational services as good teachers. The second type of the so indicated teacher has a low public score for their work. They are categorized by users of educational services as bad, unloved teachers. What qualities are needed to be a good teacher? Which personal and professional qualities are highly valued for practising the teaching profession? These questions provoked our research attention to diagnosing the qualities of a good teacher. The subject of the study is the qualities of the good teacher. The aim of the study is to differentiate such personal and professional qualities that are characteristic of good teachers. Methods of research: pedagogical study, test, content analysis, correlation analysis, range scaling. Contingent of the study: The survey was conducted in 2017. It includes 128 respondents. 64 students from pedagogical specialties and 64 practicing teachers were included in the study. Results: The results indicate that there is a correlational dependence between three, from the differentiated to be in the first five positions, qualities of the good teacher. Students from the pedagogical majors and practitioners are solidarized around the belief that love for children, love for the profession and patience are the qualities that are most often met in the good teachers. It is these qualities that occupy a leading position in the rank scale of the teacher's prominent qualities, composed by the two target groups of respondents
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Buzova, Olena, and Oleksiy Boiar. "FORMATION OF PROFESSIONAL AND PERSONAL QUALITIES OF FUTURE MUSIC TEACHERS BY MEANS OF COMPLEX ARTS INTERACTION." Academic Notes Series Pedagogical Science 1, no. 195 (2021): 60–66. http://dx.doi.org/10.36550/2415-7988-2021-1-195-60-66.

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The article analyzes the professional and personal qualities that create a system of ideas, notions, concepts for personal development during professional training and musical and pedagogical activities of a future teacher in terms of effective pedagogical activities. The definition of "personal qualities" and "professional-personal qualities" is considered, the structure of creative personality qualities and search of natural bases of arts interaction is presented. Professionally important qualities affect the effectiveness of activity. The most important professional qualities of a teacher include the ability to understand students, the ability to exppain the material easily, respond quickly to pedagogical situations, the ability to a particular subject. Not less important role is played by special qualities such as persuasiveness, purposefulness, principledness, creativity, as they contribute to the optimization of pedagogical activities. The set of certain qualities of the teacher's personality, which is caused by the high level of his psychological and pedagogical readiness, the ability to optimally solve pedagogical problems, manifests itself in the pedagogical skills of the teacher. In this context, the author emphasizes the teacher’s personality, which in addition to a set of constituent properties and characteristics, is characterized by a developed motivational orientation and a focused process of communication with various kinds of art. Studying the problem of complex arts interaction we have found out that there has become extremely important the issues related to the need to pay more attention to the principles of professional and personal qualities of music teachers, pedagogical rethinking of fundamental musical and general artistic knowledge and skills in the learning process. Supervising students during the pedagogical practice has shown that many of them have difficulties with the involvement of artistic images of other kinds of arts and verbal application of specific musical and general artistic knowledge in the process of musical education of schoolchildren. In preparing the lesson, the future teacher should take care of the selection of tools and the organization of effective, pedagogically appropriate interaction of music images, literature and fine arts. We pay special attention to the process of creating an image based on artistic analogies in different kinds of arts. Taking into account the pedagogical potential of artistic analogies, which allow to direct the process of communication with different kinds of arts, the following methods were proposed: image-associative, analytical-formative, artistic-formative. The definition of the essence of professional and personal qualities of a music teacher, its component structure and principles of formation by means of complex interaction of arts is interpreted by us as an actual and essential problem of further development of pedagogical science.
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Voloshina, Olga. "FOREIGN LANGUAGE COMPETENCE OF TEACHERS." PEDAGOGY AND EDUCATION MANAGEMENT REVIEW, no. 1 (October 21, 2020): 71–78. http://dx.doi.org/10.36690/2733-2039-2020-1-71.

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This article considers the problem of connection between the foreign language communicative and professional competence of a teacher. The purpose of the article is to clarification of the level of the teacher's foreign language communicative competence is; determination of the main criteria and indicators that affect the level of the teacher's foreign language communicative competence. The research methodology includes the use of the following methods: mathematical and statistical methods of data, analysis. It has been established that professional competence is understood as the unity of his theoretical and practical readiness for professional activity, has a communicative orientation, characterizes a set of professionally important qualities and characteristics. It was found that foreign language communicative competence is a complex of knowledge, abilities and skills, as well as the experience of their use, which gives the teacher the opportunity to effectively and productively use a foreign language for professional activities. The level of foreign language communicative competence of teachers was clarified. It is proved that foreign language communicative competence is an important and integral part of the professional competence of a foreign language teacher.
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Vietrynska, A. "Professional and personal qualities of choreography teacher at high school." Musical art in the educological discourse, no. 3 (2018): 32–35. http://dx.doi.org/10.28925/2518-766x.2018.3.3235.

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The article describes the professional and personal qualities of a teacher of a higher education establishment. The main professional qualities of the teacher of choreography are described in detail. The present state of choreographic art and prospects of further development are analysed. On the basis of analysis of scientific literature it is defined certainly most professionally meaningful internals of teacher of higher education establishment. The specific character of pedagogical activity impose, as we have already noted, necessary requirements on teacher which are defined in pedagogy as professionally significant personal skills. The last ones characterize the intellectual, emotional and strong-willed sides of the personality, influence significantly the result of professional and pedagogical activity and define the teacher individual style. A higher education establishment teacher has been always a tutor, however, today education has to be understood as interaction and cooperation between teachers and students in the field of education and their mutual being. The nature of communication between teachers and students has to be humane, democratic, consider traditions of the different people, and be based on universal values. A high school teacher, in particular a choreographer, should set an example for the students. The main professional and personal qualities of a teacher of higher education should be purposefulness, initiative, discipline, demand for oneself and others. The greatest authority among students is a teacher with really deep knowledge, both theoretical and practical, who finds an extraordinary, creative approach to lectures and practical classes, who synthesises different dance styles, deepens the meaningful and emotional content of every movement and gesture. By choosing non-standard solutions to come up the ideas, a teacher-choreographer encourages students in creative searches.
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Dissertations / Theses on the topic "Professional qualities of teachers"

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Carrillo, Aguilera Carme. "The qualities of music teachers: towards a holistic view of the professional profile." Doctoral thesis, Universitat Autònoma de Barcelona, 2012. http://hdl.handle.net/10803/96532.

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En aquesta tesi s’identifiquen i s’examinen les qualitats del professorat de música des d’una perspectiva holística que inclou tant aspectes tècnics de la professió com altres atributs de caire més personal. Aquesta visió integradora de les qualitats docents s’ha abordat per mitjà de la complementarietat d’un enfocament educatiu basat en competències i una orientació humanística. La fonamentació teòrica tracta dues temàtiques que han estat essencials al llarg del desenvolupament d’aquesta investigació: per una banda, es revisen qüestions específiques associades amb el professorat de música de primària i secundària aportades per diferents autors i en diversos contextos i, per l’atra, s’hi tracten aspectes relacionats amb el concepte de qualitat docent i amb els enfocaments utilitzats per descriure aquest terme. La primera part d’aquesta fonamentació, per tant, presenta les problemàtiques i els reptes més rellevants que afecten a aquests professionals en relació amb el seu grau de preparació musical i didàctico-pedagògica. En segon lloc, s’exposa la visió de qualitat docent adoptada i s’examinen les contribucions que els enfocaments basat en competències i humanístic han aportat al propòsit d’aquest estudi. Les aportacions fonamentals d’aquesta tesi estan exposades en tres publicacions diferents. En el primer article s’identifiquen les competències professionals que una mostra àmplia dels docents de música de primària i secundària de Catalunya consideren necessàries per al desenvolupament satisfactori de la seva pràctica professional. Per la seva banda, el segon i el tercer articles estan focalitzats en la dimensió subjectiva dels docents i en les qualitats personals inherents a les pràctiques professionals de l’autora i de quatre docents de música de secundària –dos de Catalunya (Estat Espanyol) i dos de Queensland (Austràlia). Aquesta investigació utilitza un model mixt de recerca. En els diferents articles s’apliquen diferents mètodes i tècniques de recollida de dades i d’anàlisi, en funció dels objectius a assolir. En el primer article s’exposa com l’ús de qüestionaris i de l’anàlisi quantitativa de dades van permetre explorar les opinions del professorat de música en relació amb diferents aspectes de les esmentades competències. En el segon i el tercer articles s’explica com les entrevistes semiestructurades, la co-construcció de textos narratius i l’anàlisi narrativa d’esdeveniments crítics van fer possible examinar diversos aspectes relacionats amb les experiències professionals de les autores i dels quatre docents de música participants. Els resultats dels tres articles són interrelacionats, proporcionant així una millor i més aprofundida comprensió del concepte de qualitat docent que ha sustentat el treball de recerca. Les aportacions més rellevants d’aquesta tesi tenen a veure amb la concreció de les qualitats del professorat de música des d’una perspectiva holística a través de la complementarietat dels enfocaments per competències i humanístic. També s’emfatitza en el paper fonamental que juga el desenvolupament professional dels docents per a l’exercici eficaç de la seva professió i es formulen propostes per a la millora de la seva formació i pràctiques professionals.
This dissertation identifies and examines the qualities of music teachers from a holistic perspective which includes both technical and personal aspects. This comprehensive view of the qualities of teachers has been approached by combining a competence-based approach with a humanistic orientation. The theoretical framework deals with two themes which have been essential for the development of this research: particular issues associated with primary and secondary music teachers provided by different authors in different contexts, and aspects related to the concept of teacher quality including the approaches used to describe this term. The first part of this framework therefore presents the most relevant tensions and challenges which affect these professionals in relation to their degree of preparation in the fields of Music and Pedagogy/Music Didactics. Secondly, the view of teacher quality adopted in this study is presented and the contributions of the competence-based and humanisitic approaches to the purpose of this study are examined. The main contributions of this dissertation are presented in three different publications. In the first article the competences that a large sample of Catalan primary and secondary school music teachers perceive as necessary to develop their professional practice to a satisfactory degree are identified. The second and third articles are focused on teachers’ subjective dimensions and on some of the personal qualities inherent in the professional practices of the author in conjunction with four secondary music teachers – two from Catalonia (Spain) and two from Queensland (Australia). This investigation uses a mixed methods research model. Various quantitative and qualitative methods and techniques for data collection and analysis are applied in the different articles, depending on their objectives. The first article shows how the use of questionnaires and quantitative data analysis allowed an exploration of music teachers’ opinions regarding competences. The second and third articles explain how semi-structured interviews, co-construction of narrative texts and narrative analysis of critical events made it possible to examine various issues related to the author and the four participating music teachers’ professional experiences. The results from the three articles are interrelated, which provides a complex and nuanced understanding of the concept of teacher quality which was the aim of this research. The most relevant contribution of this dissertation is its identification of the qualities of music teachers from a holistic perspective through the complementarity of competence-based and humanistic approaches. Through this investigation the essential role of teacher professional development in contributing to teacher quality is emphasised and proposals for the improvement of music teacher training and professional activity are suggested.
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Ortakoyluoglu, (kucukavsar) Hale. "A Comparison Of Professional Qualities Of Two Groups Of Prospective English Teachers." Master's thesis, METU, 2004. http://etd.lib.metu.edu.tr/upload/12605437/index.pdf.

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The purpose of the study is two-fold. The primary concern is to specify to what degree the senior students of the Department of English Language Teaching (ELT) at Abant izzet Baysal University and those, authorized with a teaching certificate, of the Department of English Language and Literature (ELL) at Erciyes University feel knowledgeable and competent in meeting the international standards that an English Language teacher should have. The secondary concern is to identify to what degree the methodology courses offered by the ELT and Certificate Programs seem adequate to provide the students with those standards in terms of general aims, the contents and the number of methodology courses.In this study, various methods of gathering data were utilized: A two-part questionnaire (i.e., knowledge and performance) were given to the senior students of the two departments, and interviews were conducted with the instructors who teach methodology courses in these programs.The findings related to the first concern of the study revealed that the senior students of the ELT Department felt better prepared than those of the ELL Department in achieving the desired standards. In the &ldquo
Language and Awareness&rdquo
domain of the knowledge and performance parts of the questionnaire, ELT students got the lowest mean scores. Among the five, only in this domain, did the students from the ELL department outrank the students from the ELT department. In other words, the ELL students felt more knowledgeable and competent in many aspects of language and culture than the ELT students. Yet, the t-test results indicated that the difference between the students&rsquo
perceptions of their knowledge and competence in this domain of the two parts of the questionnaire is not statistically significant. In the other domains, &ldquo
Learning, Teaching, Assessment, and Classroom Environment&rdquo
of the knowledge and performance parts of the questionnaire, the ELT students seemed to be more satisfied with the input and practice when compared to the ELL students, but the t-test results of both groups indicated that the perceptions showed a statistically significant difference only in &ldquo
Learning, Teaching, Assessment, and Classroom Environment&rdquo
domains of the performance part of the questionnaire.The findings related to the second concern of the study indicated that the two programs (i.e., ELT and Certificate) seemed adequate, to a certain degree, in providing prospective English Language teachers with desired standards. However, based on the opinions of students and instructors, it could be concluded that those programs had some deficiencies in terms of the contents and the number of the methodology courses.In the light of the data collected and analyzed, some recommendations are made about the revealed deficiencies in the ELT and Certificate Programs in the last chapter to ensure that the prospective teachers are equipped with the best qualities and standards required to be a professionally qualified English teacher.
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Samimi, Sia. "Qualities of outstanding teachers that contribute to student success personal, technical, and professional attributes of outstanding teachers in post-secondary education." Saarbrücken VDM Verlag Dr. Müller, 2006. http://d-nb.info/98902007X/04.

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Bamford, Anne Kathleen. "The qualities of primary art teachers /." Electronic version, 2002. http://adt.lib.uts.edu.au/public/adt-NTSM20041011.182559/index.html.

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Williams, Robert Eugene. "Administrator and teacher perceptions of the qualities of effective teachers." W&M ScholarWorks, 2010. https://scholarworks.wm.edu/etd/1550154191.

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McCall, Madelon J. Conaway Betty J. "Qualities of effective secondary science teachers perspectives of university biology students /." Waco, Tex. : Baylor University, 2008. http://hdl.handle.net/2104/5244.

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Kreider, Valerie Ann Lamberton. "Counseling graduate students' preference for qualities pertaining to teaching effectiveness." [Kent, Ohio] : Kent State University, 2009. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=kent1239841620.

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Thesis (Ph.D.)--Kent State University, 2009.
Title from PDF t.p. (viewed Feb. 17, 2010). Advisor: Martin Jencius. Keywords: graduate counseling student ratings of teachers; generational; Q methodology; student preferences. Includes bibliographical references (p. 218-232).
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Loneragan, Damian James. "Teachers' professional learning : perspectives and reflections of practising teachers." Thesis, Open University, 2016. http://oro.open.ac.uk/49556/.

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This thesis uses a case study to explore teachers’ professional learning in one secondary school in the south of England. An interpretive, qualitative case study approach was adopted. Data were collected using semi-structured interviews, questionnaires and staff biographies to explore the key research questions. These investigated how the teachers perceive their own learning and development, what teachers think they learn and develop and what activities impact teachers’ learning and development. A review of the conceptual frameworks focused on three different areas. Firstly, a consideration of how teachers and adults define their own learning. Secondly teachers’ knowledge and skills base were explored; looking in particular at what authors argue constitute teachers’ knowledge. Finally, there was an overview of the varied activities and experiences that affect and impact teachers’ learning. Analysis of the data indicated that secondary school teachers perceive their learning through the lens of acquisition and a new perspective described by participants as ‘developmental’. The teachers in the study also showed that those who had been teaching for longer had different perceptions of learning from those with less experience. A teacher’s knowledge base was considered to consist of knowledge and skills related to the school, subject and personal efficacy of the teacher. The content of teachers’ knowledge, however, was influenced by external factors such as policy and social changes in education. Finally, the study found that teachers learnt from a wide range of formal and informal activities. Formal activities tended to be less successful if the aims were not shared and the teachers felt the learning was imposed. Informal activities were more successful as they were normally instigated by staff with their own professional development in mind. Drawing together these findings the study proposes a new model of teacher learning.
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Stillisano, Jacqueline. "Mentoring preservice teachers : opportunities for professional learning and growth in professional development schools." Virtual Press, 2004. http://liblink.bsu.edu/uhtbin/catkey/1302161.

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The purpose of this study was to explore a particular opportunity for experienced teachers to continue to learn and grow professionally within the context of their daily practice. Using the cooperating teacher/preservice teacher dyad as a framework, the study explored reciprocity of professional learning and growth in mentoring relationships.The participants, six secondary teachers from two Professional Development Schools, had each mentored one or more preservice teachers during their careers. Identified through non-probability sampling, the participants represented both genders, several disciplines, and career spans of 3 to 30 years.Data were collected through a series of three semi-structured, phenomenologically based interviews with each participant. Additional data were provided through researcher observations and a reflective research journal kept by the researcher during the data collection and analysis. All interviews were tape recorded and transcribed in their entirety. Individual case narratives were developed for each participant and a cross-case analysis of the individual case studies was performed. An inductive analysis of the data identified five discrete yet overlapping themes: professional pride, collegial relationships, sources of new learning, personal/professional growth, and professional renewal.Each theme encompassed several sub-themes. Sub-themes comprising the theme of professional pride included giving back, making a difference, touching the future, learning to teach, and the real world. The second theme, collegial relationships, was comprised of breaking the isolation of the classroom, teacher talk, mentoring meetings, and time. Sources of new learning included modeling, observing, and evaluating. The theme of personal/professional growth encompassed new roles and responsibilities and interaction with the university. Professional renewal was comprised of three sub-themes: challenges, enthusiasm of student teachers, and revival of mentor teachers' enthusiasm.The five identified themes and attendant sub-themes provided insight into the participants' interpretations of their experiences and their understanding of the meaning of the experiences to them as professional educators. While the research centered on the mentor teachers' perceptions and explored the psychosocial and career benefits offered to them through the experience of mentoring, its value would be increased by expanded study on the subject and its implications for teachers, schools, and colleges of education.
Department of Educational Studies
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Gallant, Reinhold Justin. "Foundation phase teachers' continuous professional development." Thesis, Nelson Mandela Metropolitan University, 2012. http://hdl.handle.net/10948/d1007898.

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This research was based on the question of how Foundation Phase teachers perceived and experienced their professional development. This study was done at a school in the Northern Areas of Nelson Mandela Bay, South Africa. The school is situated in a developing community that has a low socio-economic status characterised by infrastructural challenges. The school is newly established and started the year 2012 with mostly newly qualified teachers. In this study, the researcher wanted to know how the participants’ perceptions and experiences as teachers impact on their professional development. The review of relevant literature provided a conceptual framework for the study. This study explored the fact that a social constructivist theory is relevant for the professional development of foundation phase teachers. This theory is based on the fact that teachers construct their own knowledge and that more emphasis should be placed on theory within teachers’ practice. A qualitative research approach was suitable for this study. The data for the study was obtained by using photovoice and focus group interviews. The most important theme that emerged from the data collection was that the physical environment of the school and the surrounding area played a major role in how the teachers experienced their development. Other themes that emerged from the study were the need for educational resources, teacher collaboration and leadership. The findings show that more emphasis should be placed on the professional development of Foundation Phase teachers. Schools in poverty stricken areas of South Africa have an impact on how teachers experience their professional development. It has become clear that places of higher education need to consider the contexts in which schools are situated, especially in poverty stricken areas. Foundation Phase teachers are a vital part of education and as such the training of teachers in this phase should develop around whole-person learning within a life-long learning framework.
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Books on the topic "Professional qualities of teachers"

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Teachers' professional responsibilities. London: D. Fulton Publishers in association with the Roehampton Institute, 1991.

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Krolak-Schwerdt, Sabine, Sabine Glock, and Matthias Böhmer, eds. Teachers’ Professional Development. Rotterdam: SensePublishers, 2014. http://dx.doi.org/10.1007/978-94-6209-536-6.

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Stronge, James H. Qualities of Effective Principals. Alexandria: ASCD, 2009.

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B, Richard Holly, and Catano Nancy, eds. Qualities of effective principals. Alexandria, VA: Association for Supervision and Curriculum Development, 2008.

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Hoffmann, Florian. Professor qualities and student achievement. Cambridge, Mass: National Bureau of Economic Research, 2006.

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Teachers, Professional Association of. Professional code for teachers. Derby: Professional Association of Teachers, 1989.

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Michael, Connelly F., ed. Teachers' professional knowledge landscapes. New York: Teachers College Press, 1995.

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Jeganathan, W. S. Milton. Professional ethics among teachers. Delhi: ISPCK, 1999.

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Larsen, Ellen, and Jeanne Maree Allen. Teachers as Professional Learners. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-65931-8.

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Ontario Teachers' Federation. Relations and Discipline Committee. Professional conduct and the professional teacher. [Toronto]: Ontario Teachers' Federation, 1986.

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Book chapters on the topic "Professional qualities of teachers"

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Chu, Samuel Kai Wah, Rebecca B. Reynolds, Nicole J. Tavares, Michele Notari, and Celina Wing Yi Lee. "Teachers’ Professional Development." In 21st Century Skills Development Through Inquiry-Based Learning, 109–29. Singapore: Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-10-2481-8_6.

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Karaolis, Andreas, and George N. Philippou. "Teachers’ Professional Identity." In ICME-13 Monographs, 397–417. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-13761-8_18.

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Foster, Rob. "Teachers' Professional Identity." In Applying Theory to Educational Research, 81–93. Chichester, UK: John Wiley & Sons, Ltd, 2011. http://dx.doi.org/10.1002/9781119950844.ch5.

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Sale, Dennis. "Framing Professional Development Now." In Creative Teachers, 291–357. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-3469-0_9.

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Cate, Ineke Pit-Ten, Sabine Krolak-Schwerdt, Sabine Glock, and Maria Markova. "Improving Teachers’ Judgments." In Teachers’ Professional Development, 45–61. Rotterdam: SensePublishers, 2014. http://dx.doi.org/10.1007/978-94-6209-536-6_4.

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Krolak-Schwerdt, Sabine, Sabine Glock, and Matthias Böhmer. "Introduction." In Teachers’ Professional Development, 1–4. Rotterdam: SensePublishers, 2014. http://dx.doi.org/10.1007/978-94-6209-536-6_1.

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Südkamp, Anna, Johanna Kaiser, and Jens Möller. "Teachers’ Judgments of Students’ Academic Achievement." In Teachers’ Professional Development, 5–25. Rotterdam: SensePublishers, 2014. http://dx.doi.org/10.1007/978-94-6209-536-6_2.

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Artelt, Cordula, and Tobias Rausch. "Accuracy of Teacher Judgments." In Teachers’ Professional Development, 27–43. Rotterdam: SensePublishers, 2014. http://dx.doi.org/10.1007/978-94-6209-536-6_3.

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Trittel, Monika, Mara Gerich, and Bernhard Schmitz. "Training Prospective Teachers in Educational Diagnostics." In Teachers’ Professional Development, 63–78. Rotterdam: SensePublishers, 2014. http://dx.doi.org/10.1007/978-94-6209-536-6_5.

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Vermunt, Jan D. "Teacher Learning and Professional Development." In Teachers’ Professional Development, 79–95. Rotterdam: SensePublishers, 2014. http://dx.doi.org/10.1007/978-94-6209-536-6_6.

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Conference papers on the topic "Professional qualities of teachers"

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Niemtsova, Liliya. "A Combination of Professional and Personal Qualities in the Choir Conductor." In ATEE 2020 - Winter Conference. Teacher Education for Promoting Well-Being in School. LUMEN Publishing, 2021. http://dx.doi.org/10.18662/lumproc/atee2020/21.

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The article outlines the problem of combining professional and personal qualities in the choir conductor. Research gaps in the profession of choir conductor are outlined. We established that the art of conducting, and choral performance as its component, currently requires professionally trained personnel, who have an active life position and are able to provide a creative approach to choral singing. It was found that conducting should be interpreted as a creative process characterized by a step-by-step structure and a combination of analysis and comprehension of the choral score, its artistic interpretation, which allows embodying the formed musical image in the real choral sound. It was found that the conductor’s professional qualities are based on the conductor’s individual style or his “creative method”. It is established that the emotional sphere of the conductor is the result of a combination of qualities that will allow the conductor and the choir to demonstrate a bright and convincing revelation of the originality of texture, expressive timbre colors of numerous choral scores, and a rich palette of nuances.
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Anisimova, Olga Sergeevna. "Conditions for improving the professional competence of primary school teachers in educational work." In International Research-to-practice conference. Publishing house Sreda, 2019. http://dx.doi.org/10.31483/r-22222.

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The teacher is a significant figure in the formation and development of the student's personality. In this regard, the task of preparing a primary school teacher of a new type is relevant. This article discusses such a topic of educational development in the Russian Federation as conditions for increasing the professional competence of an elementary school teacher. The urgency of the problem is caused by the strengthening of the requirements in all spheres of labor activity for professional training in the conditions of a market economy. The author dwells on the analysis of those qualities that are necessary for a modern primary school teacher to meet the needs of society in bringing up an adaptive, highly intelligent and free individual with basic competences and capable of subsequent adequate self-determination in the professional sphere. The teacher’s figure in the work is viewed as a tutor and facilitator.
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Somova, Natalya L., and Kseniia P. Balakina. "Important professional qualities of a modern teacher." In The Herzen University Conference on Psychology in Education. Herzen State Pedagogical University of Russia, 2020. http://dx.doi.org/10.33910/herzenpsyconf-2020-3-29.

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Palamar, Svitlana, Nataliya Golota, and Maryna Mashovets. "Formation of leadership qualities of future teachers of primary school in professional preparation." In Proceedings of the 4th International Conference on Social, Business, and Academic Leadership (ICSBAL 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icsbal-19.2019.37.

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Zabayrachnaya, A. E. "Development of EQ teacher as one of selfregulation components in professional activity." In INTERNATIONAL SCIENTIFIC AND PRACTICAL ONLINE CONFERENCE. Знание-М, 2020. http://dx.doi.org/10.38006/907345-50-8.2020.487.495.

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The relevance of the study is that the phenomenon of emotional intelligence at the modern stage of science development is already generally recognized among psychologists, sociologists, philosophers, etc. The whole scientific community today recognizes the need and importance of developing the characteristics and capabilities of emotional intelligence, as they contribute to the professional and personal growth of a person, influence his success in life. The problem of the study is the study of selfregulation as a multi-component system where emotional intelligence is of particular importance. This problem is reflected in the pedagogical sphere. The effectiveness of the professional activity of a specialist engaged in the field of «man-man» is largely conditioned by the ability to self-regulate and successfully develop the personal qualities necessary for the profession, because the teacher as a subject of pedagogical activity is a combination of individual, personal, subjective qualities, the adequacy of which the requirements of the profession ensure the efficiency of his work. The aim of the study is to determine the place of EQ in the system of self-regulation components as one of the personal qualities of the teacher, to identify the main provisions of EQ development and its impact on self-regulation. The main methods of study are theoretical analysis method and empirical methods (observation, testing). The result of the study can be considered the determination of the place of EQ in the system of self-regulation components as one of the personal qualities of the teacher, as well as the identification of the basic provisions of EQ development in the conditions of pedagogical activity. The development of emotional competence and emotional intelligence of the teacher is a necessary condition for the effectiveness of his professional activity, as EQ occupies a special place in the self-regulation of the teacher, which is due to the specificity of the content of professional activity.
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Gali, Gulnara, and Landysh Yuzmukhametova. "PROFESSIONAL COMPETENCE AND PERSONAL QUALITIES OF TEACHERS TO WORK WITH GIFTED STUDENTS: OVERSEA DATA." In 10th International Conference on Education and New Learning Technologies. IATED, 2018. http://dx.doi.org/10.21125/edulearn.2018.0771.

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Valgasova, I. N., M. O. Zotova, and Zh R. Tegetaeva. "Type of the nervous system as a psychological resource of self-regulation of a student of a pedagogical profile." In INTERNATIONAL SCIENTIFIC AND PRACTICAL ONLINE CONFERENCE. Знание-М, 2020. http://dx.doi.org/10.38006/907345-50-8.2020.805.817.

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The article is devoted to the importance of the connection of the type of the nervous system and self-regulation in the professional development of future teachers. Particular attention is drawn to the fact that the formation of the foundations of selfregulation occurs during the period of training, when the process of personality formation takes place. Self-regulation of activity has its own characteristics among representatives of various areas of professional training and is associated with the structure of their temperament. Nowadays, the most urgent problem is the introduction of a differentiated approach into educational practice, but for its implementation an in-depth study of the individual typological and behavioral characteristics of students in pedagogical training areas is necessary. Since the modern high demands on the personal qualities and professional activities of teachers on the part of students and their parents, colleagues and heads of educational institutions are serious external incentives in the teacher’s work on himself. It is obvious that the success of pedagogical activity, in many respects depends on the ability of the future teacher to regulate his professional activities and personal characteristics. The aim of the study was to identify the types of temperament in future teachers, the formation of self-regulation and the relationship between them. The results obtained allow us to more effectively implement a personality-oriented approach in accordance with the specifics of the educational and professional orientation of students. To solve the tasks and verify the consistency of the hypothesis, the study used a combination of informative, reliable, complementary research methods. The data obtained during testing were subjected to mathematical processing in the SPSS program, Pearson’s correlation analysis was used, which allowed us to identify the relationship between the type of nervous system and the level of self-regulation.
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Nikula, Natalia. "The Formation of the Future Specialist Professional Culture in the Educational Space of the University." In ATEE 2020 - Winter Conference. Teacher Education for Promoting Well-Being in School. LUMEN Publishing, 2021. http://dx.doi.org/10.18662/lumproc/atee2020/22.

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The article highlights the theoretical foundations on the formation of future specialist professional culture the in the field of professions "person-person". It is established that this is a purposeful, specially organized influence on the individual to improve his/her motivational sphere, value orientations, professional knowledge, skills and abilities, ability to empathy and reflection. This problem was studied by the author from the view of several scientific approaches: axiological, cultural, competence, activity. Based on the definitive analysis, the "professional culture of a specialist" concept is formulated, which is considered as a combination of professional and personal values and qualities of a specialist, his/her professional competence, which ensure highly effective fulfilment of professional duties based on reflection and self-development. Structural and semantic analysis allowed identifying components of the professional culture of future professionals i.e. value, cognitive, personal, and reflexive. The experimental research diagnostic tools of a formation condition of the future specialist professional culture in educational space of university are developed and tested: criteria, indicators, levels, techniques which reflect integrity of the investigated phenomenon structural components. The organizational and pedagogical conditions for the formation of the professional culture of the future specialist in the field of professions "person-person", which were implemented in the educational environment of the university, have been developed and theoretically grounded. An experimental study was fulfilled and the effectiveness of the proposed organizational and pedagogical conditions was proved.
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Травинова, Галина Николаевна. "FEATURES OF COMMUNICATIVE QUALITIES OF FIRST-YEAR STUDENTS SOCIONOMIC PROFESSIONS." In Наука. Исследования. Практика: сборник избранных статей по материалам Международной научной конференции (Санкт-Петербург, Июнь 2020). Crossref, 2020. http://dx.doi.org/10.37539/srp291.2020.54.61.008.

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В статье рассматриваются особенности коммуникативных качеств студентов-первокурсников, обучающихся на психологическом и филологическом факультетах вуза. На основе анализа результатов проведенного эмпирического исследования выявлены общие и специфические коммуникативные качества, присущие студентам как будущим психологам-консультантам и преподавателям иностранного языка. The article explores the peculiarities of the communicative qualities of first-year students at the psychological and philological faculties of the university. Based on the results of empirical study results, revealed are the general and specific communicative qualities of the future counseling psychologists and foreign language teachers.
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Komarova, Emiliya, Natalia Viyunova, Svetlana Gural, and Alexander Fetisov. "System-Forming Dominant of Professional Qualities Formation of a Teacher on the Basis of Contextual-Network Technology." In IFTE 2020 - VI International Forum on Teacher Education. Pensoft Publishers, 2020. http://dx.doi.org/10.3897/ap.2.e1161.

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Reports on the topic "Professional qualities of teachers"

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Campbell, Carol. Teachers Teaching Teachers: A Sustainable and Inexpensive Professional Development Program to Improve Instruction. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.2071.

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Andrew Post-Zwicker and Nicholas R. Guilbert. 'Plasma Camp': A Different Approach to Professional Development for Physics Teachers. Office of Scientific and Technical Information (OSTI), December 1998. http://dx.doi.org/10.2172/2383.

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Webb, Donna. Engineering Professional Development: Elementary Teachers' Self-efficacy and Sources of Self-efficacy. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.2334.

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Mastne, Patrizia. Teachers' Critical Reflection in an Equity-Focused Professional Learning Community: A Case Study. Portland State University Library, May 2020. http://dx.doi.org/10.15760/etd.7332.

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Heisinger, Dolores. Factors That Motivate Washington State Teachers to Participate in Professional Growth and Development. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.6637.

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Cavedon, Carolina. The Power of Reflective Professional Development in Changing Elementary School Teachers' Instructional Practices. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.2074.

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Popova, Marina, Victoria Chistova, and Alexandra Sherbakova. FACTORS AFFECTING HEALTH AND PROFESSIONAL ACTIVITIES OF TEACHERS IN SPHERE OF HIGHER EDUCATION. Science and Innovation Center Publishing House, 2019. http://dx.doi.org/10.12731/2658-6649-2019-11-3-2-58-64.

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The article is devoted to the health problem of teachers in the sphere of higher education. Professional factors which adversely affect the health of the teachers are discussed. It is concluded that it is necessary, from the position of an integrated approach, to study the health state of teachers in higher educational institutions and to develop measures to optimize it under current conditions.
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Sergienko, I. V., E. N. Safina, E. B. Sergienko, R. R. Tangatarov, M. A. Kryimova, and YU S. CHuchkalov. Electronic course of additional professional training program «Application of digital and Internet technologies to counter destructive trends in the professional activity of rural teachers». OFERNIO, June 2021. http://dx.doi.org/10.12731/ofernio.2021.24854.

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Chen, Jing. Hearing the Voices of Bicultural and Bilingual Teachers: Using a Case Study Approach to Explain the Professional Identity Development of Early Career Native Chinese Mandarin Teachers. Portland State University Library, May 2020. http://dx.doi.org/10.15760/etd.7321.

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Nayn, A. Y. Pedagogical Management of Teachers Educational-Cognitive Orientation Development Process in he System of an Additional Professional Education. Prof. Dr Kuznetsov Alexandre Semenovich, March 2015. http://dx.doi.org/10.14526/18_2015_18.

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