Relevant bibliographies by topics / Self-Teacher

Contents

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

Academic literature on the topic 'Self-Teacher'

Author: Grafiati
Published: 8 June 2024
Last updated: 31 July 2025

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Journal articles on the topic "Self-Teacher"

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Lee, Rina, and Jungyin Kim. "The development of Teacher identity based on Four Teacher Self-Efficacy sources." Korean Association For Learner-Centered Curriculum And Instruction 25, no. 3 (2025): 645–63. https://doi.org/10.22251/jlcci.2025.25.3.645.

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Objectives The purpose of this research is to explore the role of a NEST (Native English Speaking Teacher) teacher identity development during teaching experience for EFL (English as a Foreign Language) students in the local university context in Korea according to four self-efficacy elements based on Bandura (1997)’s theory. Methods Data was gathered through semi-structured interviews, class observations and reflective journals for around two years which was between March 2021 to November 2023. Two student participants were Koreans, who are typical EFL students and the focal teacher was a nat
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Peña Froment, Facundo Alberto, Alfonso Javier García González, and María Rocío Bohórquez Gómez-Millán. "Autorrevelación docente: una revisión de la literatura." Revista Fuentes 1, no. 23 (2021): 13–26. http://dx.doi.org/10.12795/revistafuentes.2021.v23.i1.11383.

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To maximize student learning, teachers intentionally exhibit certain behaviors to build interpersonal relationships with students. One of the behaviors that teachers incorporate in their teaching to clarify and improve students’ understanding of the course content is self-disclosure. However, when it is used inappropriately, it may damage student learning opportunities. Thus, the purpose of this research was to establish the state of the art on teacher self-disclosure through a systematic review of the existing literature, establishing itseffect on the teaching-learning process. A bibliographi
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Szűcs, Ida Zagyváné. "Teacher trainers’ self-reflection and self-evaluation." Acta Educationis Generalis 8, no. 2 (2018): 9–23. http://dx.doi.org/10.2478/atd-2018-0008.

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Abstract Introduction: A group of researchers have worked out the Teacher Trainers’ Professional Competences in Hungary. The aim of the research was to explore whether there are any differences among certain groups of teacher trainers concerning their self-reflection, self-evaluation and commitment to ongoing professional development. Methods: Structured interviews were carried out with a sample of 6 teacher trainers whose selection was based on two principles - those who are considered to be teacher trainers in Hungary and those who are available in one of the most important teacher training
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Huang, Shenghua, Hongbiao Yin, and Lijie Lv. "Job characteristics and teacher well-being: the mediation of teacher self-monitoring and teacher self-efficacy." Educational Psychology 39, no. 3 (2019): 313–31. http://dx.doi.org/10.1080/01443410.2018.1543855.

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Erdem, Eda, and Özcan Demirel. "TEACHER SELF-EFFICACY BELIEF." Social Behavior and Personality: an international journal 35, no. 5 (2007): 573–86. http://dx.doi.org/10.2224/sbp.2007.35.5.573.

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This study presents development and validation of a new measurement instrument to explore student-teachers' self-efficacy beliefs toward teaching. We developed and administered a survey to 346 student teachers at Hacettepe University, Ankara, Turkey in the Department of Elementary Education in the spring term of the 2003–2004 academic year. The nature of the study is descriptive. The aim is to describe what the real situation is. Standard scale development methods and factor analysis were used. The results of the study were strongly supported by the validity and reliability of the survey. Cron
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Sherin, Miriam Gamoran, and Elizabeth B. Dyer. "Teacher self-captured video." Phi Delta Kappan 98, no. 7 (2017): 49–54. http://dx.doi.org/10.1177/0031721717702632.

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Videos are often used for demonstration and evaluation, but a more productive approach would be using video to support teachers’ ability to notice and interpret classroom interactions. That requires thinking carefully about the physical aspects of shooting video — where the camera is placed and how easily student interactions can be heard — as well as ensuring that videos capture examples of practice and not just exemplars, and that they capture moments of confusion and not just moments of clarity.
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Haberman, Martin. "The Self-Evaluating Teacher." Educational Forum 58, no. 2 (1994): 218–19. http://dx.doi.org/10.1080/00131729409335329.

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AKMAN, Yener. "The Relationships among Teacher Leadership, Teacher Self-Efficacy and Teacher Performance." Kuramsal Eğitimbilim 14, no. 4 (2021): 720–44. http://dx.doi.org/10.30831/akukeg.930802.

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Prashanth, N. S. and Dr. Prashantha Kumara T. M. "A STUDY OF TEACHER MOTIVATION ON TEACHER SELF-EFFICACY AMONG TEACHER EDUCATORS." Scholarly Research Journal for Interdisciplinary Studies 12, no. 79 (2023): 112–28. https://doi.org/10.5281/zenodo.10158811.

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<i>The present study aims to examine the teacher motivation and teacher self-efficacy among teacher educators. The investigator has adopted correlation cum causal comparative method under descriptive method of research. The sample consists of 300 teacher educators from different colleges affiliated to Davangere University, Kuvempu University and Vijayanagara Sri Krishnadevaraya University through stratified random sampling technique. The investigator developed a self-made tool to measure the teacher motivation and also used the standardized tool to measure the&nbsp;teacher self-efficacy among
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Herlo, Dorin. "SELF-DIRECTED LEARNING ON TEACHER TRAINING STUDIES PROGRAMS." Journal Plus Education 18, no. 2/2017 (2017): 7–17. http://dx.doi.org/10.24250/jpe/2/2017/dh.

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Dissertations / Theses on the topic "Self-Teacher"

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Hammarwall, Julie. "Dimensions of Self-Motivated Teacher Collaboration." Thesis, Stockholms universitet, Institutionen för pedagogik och didaktik, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-86799.

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This qualitative study explores six English teachers’ perceptions regarding teaching collaboration. In open-ended interviews, the teachers responded to questions regarding the extent to which they were able to engage in meaningful collaboration. The study’s focus was to gain insight on the most valuable dimensions of informal and formal collaborative activities. The outcome of the study indicated that although many teachers engage in self-motivated collaborative activities, they wished to build on their experiences in different ways, incorporating more formal activities and professional develo
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Michali, Yvonne E. "Increasing Teacher Awareness of Self-Determination." Kent State University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=kent1397663105.

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Berg, John A. "Teacher self-concept of teaching ability :." The Ohio State University, 1987. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487335992905836.

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Mitchell, Michelle. "Teacher Self-Efficacy and Classroom Managment." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7701.

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When the classroom environment is safe, reductions in aggression and an increase in compliance with rules can be expected. Teacher self-efficacy is therefore likely to play a significant role in teachers’ participation in the change process of implementing strategies that assist with classroom management styles. The purpose of this study was to examine the relationship between teacher self-efficacy and classroom management styles (reward strategies, preventive strategies, initial corrective strategies, and later corrective strategies). Teachers’ characteristics such as age, gender, education l
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Johnson, Jennifer. "The Impact of the Teacher Evaluation System on Teacher Self-efficacy." Miami University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=miami1628686324368452.

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Muhammad, Gerald. "Teacher Certification Program Types and Their Impact on Teacher Self-Efficacy." Thesis, University of North Texas, 2020. https://digital.library.unt.edu/ark:/67531/metadc1703292/.

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The overarching purpose of the study was specifically designed to examine how teacher preparation programs contributed to novice teachers' sense of self-efficacy. The significance of this study related to how well teachers were prepared, based upon their preparation program. This qualitative methods study incorporated a research design consisting of phenomenological research. Eleven thematic findings derived based upon the participants' input after several series of data analysis and reduction, using a general deductive approach. Results showed many implications of how teacher preparation p
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Akinbode, Adenike. "Transforming self as reflective teacher : journey of being and becoming a teacher and teacher educator." Thesis, University of Bedfordshire, 2014. http://hdl.handle.net/10547/575386.

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The nature of reflective practice in teaching and its development is the focus of this research. The research approach is reflexive narrative through systematic self-inquiry using Johns (2010) six dialogical movements. This methodology is new to researching the practice of teaching. The research process involved constructing stories of practice experiences, culminating in the construction of the reflexive narrative charting the entire journey over three years and four months. Creating the stories involved in-depth reflection using the disciplined practice of journaling. Reflection was deepened
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McBryde, Fiona. "Teacher self-efficacy and teacher practice : an exploration of existing research and dynamics of teacher self-efficacy in the 'Philosophy for Children' classroom." Thesis, University of Newcastle upon Tyne, 2013. http://hdl.handle.net/10443/2237.

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Teacher self-efficacy (TSE) is an often cited factor in teachers’ practice and student outcomes. However, a relatively small evidence base supporting a positive relationship between higher TSE and better practice is often cited. A systematic literature review (chapter 1) was carried out examining existing studies on TSE and teachers’ practice. A meta-analysis suggested a highly significant and moderate positive correlation between TSE and teachers’ examined practice. The correlation accounted for a limited level of variance in the data, and a narrative exploration of the studies highlighted a
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Sauve, Julie Ann. "Building teacher resilience : relations of self-compassion among teacher efficacy and burnout." Thesis, University of British Columbia, 2017. http://hdl.handle.net/2429/63227.

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Teacher burnout is a phenomenon that has received a considerable amount of research. There is good reason for this, given that growing rates of teacher burnout are associated with many negative consequences including a reduction in teacher quality and increased costs due to high teacher turnover rates. Emerging research indicates that strengthening teachers’ social and emotional competencies (SEC) may lower burnout while promoting feelings of well-being and resilience. The aim of this study was to add to the body of current research focused on investigating teacher SEC and burnout by examining
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Trejo-Guzman, Nelly Paulina. "The teacher self construction of language teachers." Thesis, University of Exeter, 2009. http://hdl.handle.net/10036/97914.

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The main purpose of this thesis is to deepen the current understanding of how the teacher self is constructed. Specifically, the study intends to integrate into this understanding the way in which language personal, professional, and student teacher identities inform this process. A special emphasis is placed on the role that language teachers’ life histories play on the construction of teacher selves. Narrative research constitutes the research design for this thesis project since I strongly believe that selves are narratively constructed through stories. This study is focused on the storied
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Books on the topic "Self-Teacher"

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Kremer-Hayon, Lya. Teacher Self-Evaluation. Springer Netherlands, 1993. http://dx.doi.org/10.1007/978-94-011-2194-1.

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Bhatnagar, P. S. Cambridge self Hindi teacher. Pankaj Publications for Cambridge Book Depot, 2001.

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Berlitz Schools of Languages of America., ed. The Berlitz Self-teacher. Perigee Books, 1987.

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Pokhriyal, D. B. Varun self Hindi teacher. Varun, 2005.

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Berlitz Schools of Languages of America., ed. The Berlitz self-teacher, Italian. Perigee Books, 1987.

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Berlitz School of Languages of America., ed. The Berlitz self-teacher, French. Putnam Pub. Group, 1987.

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Berlitz Schools of Languages of America., ed. The Berlitz self-teacher, German. Putnam Pub. Group, 1987.

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Berlitz Schools of Languages of America., ed. The Berlitz self-teacher, Spanish. Putnam Pub. Group, 1987.

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R, Gullickson Arlen, ed. Teacher self-evaluation tool kit. Corwin Press, 1997.

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Martin, Adrian D., ed. Self-Studies in Urban Teacher Education. Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-19-5430-6.

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Book chapters on the topic "Self-Teacher"

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MacBeath, John. "Teacher Self-Evaluation." In International Handbook of Educational Research in the Asia-Pacific Region. Springer Netherlands, 2003. http://dx.doi.org/10.1007/978-94-017-3368-7_53.

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Kremer-Hayon, Lya. "The Context of Teacher Self-Evaluation: Environmental, Educational and Personal Antecedents." In Teacher Self-Evaluation. Springer Netherlands, 1993. http://dx.doi.org/10.1007/978-94-011-2194-1_1.

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Kremer-Hayon, Lya. "Epilogue." In Teacher Self-Evaluation. Springer Netherlands, 1993. http://dx.doi.org/10.1007/978-94-011-2194-1_10.

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Kremer-Hayon, Lya. "Pedagogical Knowledge and Self-Evaluation." In Teacher Self-Evaluation. Springer Netherlands, 1993. http://dx.doi.org/10.1007/978-94-011-2194-1_2.

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Kremer-Hayon, Lya. "Models of Educational Evaluation: How can they Inform Self-Evaluation Practitioners?" In Teacher Self-Evaluation. Springer Netherlands, 1993. http://dx.doi.org/10.1007/978-94-011-2194-1_3.

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Kremer-Hayon, Lya. "The Content of Self-Evaluation." In Teacher Self-Evaluation. Springer Netherlands, 1993. http://dx.doi.org/10.1007/978-94-011-2194-1_4.

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Kremer-Hayon, Lya. "Teaching Perceptions and Orientations: Criteria for Self-Evaluation." In Teacher Self-Evaluation. Springer Netherlands, 1993. http://dx.doi.org/10.1007/978-94-011-2194-1_5.

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Kremer-Hayon, Lya. "The Quantitative-Qualitative Debate: Is it Relevant to Teacher Self-Evaluation? A Prelude to Evaluation Tools." In Teacher Self-Evaluation. Springer Netherlands, 1993. http://dx.doi.org/10.1007/978-94-011-2194-1_6.

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Kremer-Hayon, Lya. "Qualitative Methods of Evaluation." In Teacher Self-Evaluation. Springer Netherlands, 1993. http://dx.doi.org/10.1007/978-94-011-2194-1_7.

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Kremer-Hayon, Lya. "Quantitative Forms of Recording and Analyzing Teaching Processes." In Teacher Self-Evaluation. Springer Netherlands, 1993. http://dx.doi.org/10.1007/978-94-011-2194-1_8.

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Conference papers on the topic "Self-Teacher"

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Bentea, Cristina Corina. "Teacher Self-Efficacy, Teacher Burnout And Psychological Well-Being." In Edu World 7th International Conference. Cognitive-crcs, 2017. http://dx.doi.org/10.15405/epsbs.2017.05.02.139.

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Zuo, Simiao, Yue Yu, Chen Liang, et al. "Self-Training with Differentiable Teacher." In Findings of the Association for Computational Linguistics: NAACL 2022. Association for Computational Linguistics, 2022. http://dx.doi.org/10.18653/v1/2022.findings-naacl.70.

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Uzuntiryaki-Kondakci, Esen, Zubeyde Demet Kirbulut, and Ozlem Oktay. "HOW SCIENCE TEACHER EMOTIONS ARE RELATED TO TEACHER SELF-REGULATION?" In 11th annual International Conference of Education, Research and Innovation. IATED, 2018. http://dx.doi.org/10.21125/iceri.2018.0132.

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Sýkora Hernády, Katalin. "ELEMENTARY SCHOOL TEACHER´S SELF-EFFICACY." In 17th International Technology, Education and Development Conference. IATED, 2023. http://dx.doi.org/10.21125/inted.2023.0854.

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Pravdova, Blanka. "PROFESSIONAL SELF-CONCEPT OF PRE-SERVICE TEACHER." In 2nd International Multidisciplinary Scientific Conference on Social Sciences and Arts SGEM2015. Stef92 Technology, 2015. http://dx.doi.org/10.5593/sgemsocial2015/b12/s3.097.

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Lazar, Adriana. "Developing teacher trainees' autonomy through self-reflection." In 2017 9th International Conference on Electronics, Computers and Artificial Intelligence (ECAI). IEEE, 2017. http://dx.doi.org/10.1109/ecai.2017.8166491.

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Mather, Bethany. "Peer Observation to Foster Teacher Self-Efficacy." In AERA 2023. AERA, 2023. http://dx.doi.org/10.3102/ip.23.2002342.

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Pei, Yulong, Yanyun Qu, and Junping Zhang. "Self-boosting for Feature Distillation." In Thirtieth International Joint Conference on Artificial Intelligence {IJCAI-21}. International Joint Conferences on Artificial Intelligence Organization, 2021. http://dx.doi.org/10.24963/ijcai.2021/131.

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Knowledge distillation is a simple but effective method for model compression, which obtains a better-performing small network (Student) by learning from a well-trained large network (Teacher). However, when the difference in the model sizes of Student and Teacher is large, the gap in capacity leads to poor performance of Student. Existing methods focus on seeking simplified or more effective knowledge from Teacher to narrow the Teacher-Student gap, while we address this problem by Student's self-boosting. Specifically, we propose a novel distillation method named Self-boosting Feature Distill
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Krumova, Milena, and Ashish Kataria. "A Novelty Approach for Digital Teacher Self-Assessment." In ICEGOV '18: 11th International Conference on Theory and Practice of Electronic Governance. ACM, 2018. http://dx.doi.org/10.1145/3209415.3209465.

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Mannila, Linda, Lars-Åke Nordén, and Arnold Pears. "Digital Competence, Teacher Self-Efficacy and Training Needs." In ICER '18: International Computing Education Research Conference. ACM, 2018. http://dx.doi.org/10.1145/3230977.3230993.

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Reports on the topic "Self-Teacher"

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Malamud, Ofer, Andreea Mitrut, Cristian Pop-Eleches, and Miguel Urquiola. Self-, Peer-, and Teacher Perceptions under School Tracking. National Bureau of Economic Research, 2024. http://dx.doi.org/10.3386/w32892.

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Sosanya-Tellez, Carla. Transformative Teacher Evaluation: Self Evaluation for High Performing Teachers. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.389.

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Ajzenman, Nicolás, Gregory Elacqua, Macarena Kutscher, Carolina Méndez, and Sonia Suarez Enciso. The Giving Advice Effect: Reducing Teacher Sorting Through Self-Persuasion. Inter-American Development Bank, 2025. https://doi.org/10.18235/0013442.

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This paper examines how the act of giving advice to others can serve as a tool for self-persuasion in high-stakes decisions. We tested this hypothesis in Perus nationwide teacher selection process, involving over 74,000 candidates. By prompting teachers to advise peers on selecting schools for maximum educational impact, we observe a significant shift in their own choices: an increased probability of choosing and being assigned to hard-to-staff schools, institutions serving disadvantaged areas that are typically understaffed. In line with recent literature on behavioral sciences, our findings
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Campbell, Jennifer. "My Teacher Says I'm an Overachiever, but I Think He's an Overexpecter" : Teacher Expectations, Self-Concept, and Academic Success. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.6431.

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Ovcharuk, O. V. Features of using the tool of self-assessment of digital competence of the teacher. Institute for Digitalization of Education, 2022. http://dx.doi.org/10.33407/lib.naes.731111.

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Peculiarities of using the tool of self-assessment of digital competence of a teacher are determined. Practical advice on measuring the level of digital competence of a teacher based on international approaches is given.
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Nazarenko, A. V., and Kolesnik. ROLE AND PLACE OF ECOLOGICAL SELF-EDUCATION INECOLOGICAL PROFESSION PEDAGOGICAL COMPETENCE IMPROVEMENT OF FUTURE TEACHER. Federal State Budgetary Educational Establishment of Higher Vocational Education "Povolzhskaya State Academy of Physical Culture, Sports and Tourism" Naberezhnye Chelny, 2013. http://dx.doi.org/10.14526/44_2013_18.

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Goh, Ailsa Ee Ping, Carol Soo Ching Tan, and Cher Chong Tan. Positive teacher language: Improving teacher-student relationships and engaging low progress students. National Institute of Education, Nanyang Technological University, Singapore, 2020. https://doi.org/10.32658/10497/22613.

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Teachers need to create a safe and nurturing environment, and build strong relationships with students, as these are critical enablers for ensuring that students rediscover the joy of learning in school. Low progress students who perceive high emotional support from teachers are more likely to be engaged in class (Chong, Huan, Quek, Yeo, &amp; Ang, 2010; Martin &amp; Rimm-Kaufman, 2015). Strong teacher-student relationships have also been associated with increased academic achievement and reduced school dropout (Croninger &amp; Lee, 2001; Murray &amp; Malmgren, 2005). The Responsive Classroom
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Danaher, Katherine. Meeting the Learning Needs of Refugees and Migrants in Tertiary Blended ESOL Courses. Unitec ePress, 2014. http://dx.doi.org/10.34074/ocds.003.

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Technology use in higher education is becoming ubiquitous. However, the particular needs of adult migrant and refugees studying English for Speakers of Other Languages (ESOL) necessitate careful course design and teaching practice if technology is not to present an insuperable barrier. This article surveys the literature to identify barriers to technology use by these learners, of which literacy and lack of prior experience stand out. Critical success factors in meeting their learning needs are categorized under self-regulated learning skills (as defined by (Zimmerman, 2002)), teacher support
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Danaher, Katherine. Meeting the Learning Needs of Refugees and Migrants in Tertiary Blended ESOL Courses. Unitec ePress, 2014. http://dx.doi.org/10.34074/ocds.003.

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Technology use in higher education is becoming ubiquitous. However, the particular needs of adult migrant and refugees studying English for Speakers of Other Languages (ESOL) necessitate careful course design and teaching practice if technology is not to present an insuperable barrier. This article surveys the literature to identify barriers to technology use by these learners, of which literacy and lack of prior experience stand out. Critical success factors in meeting their learning needs are categorized under self-regulated learning skills (as defined by (Zimmerman, 2002)), teacher support
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Mikerova, Galina Zhorshovna, and Bella Vladimirovna Sergeeva. To the question of the relationship between cognitive activity and professional self-development of the future teacher of primary education. DOI СODE, 2023. http://dx.doi.org/10.18411/doicode-2023.104.

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