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Journal articles on the topic 'Teacher's strike'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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1

Berman, Russell A. "Why Major in Literature—–What Do We Tell Our Students?" PMLA/Publications of the Modern Language Association of America 117, no. 3 (2002): 490–92. http://dx.doi.org/10.1632/003081202x61223.

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What do we tell our students? the question implies a range of assumptions, most obviously the simple hope that such a conversation might even take place. Imagine a student dropping by during office hours or approaching us after class to ask for our thoughts on the choice of a major. Or consider a different scenario: the faculty member struggling to find the right tone in order to strike up a conversation with a student about his or her academic plans. Certainly such discussions take place, certainly teachers and students talk about educational goals, and certainly a teacher's advice can at times be important for a student. Yet all this reassurance cannot disguise the fragility of the situation. For it is equally certain that the question overstates the frequency, significance, and ramifications of these sorts of exchanges. Parental pressure plays a larger role in the real decision making than does a teacher's advice. (Perhaps there is a journal somewhere for parents of college students with a discussion on “Choosing the Right Major: What DoWe Tell Our Children?”) Many of us have spoken with students who plea their interest in selecting a literature major but find themselves compelled by their parents to choose something allegedly more practical. I for one have rarely met students passionate about a major in business but whose families heartlessly forced them to study literature.

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2

VANDERPORTEN AND W. CLAYTON HALL, BRUCE. "TEACHER STRIKES IN STRIKE-PRONE STATES." Journal of Collective Negotiations in the Public Sector 17, no. 1 (1988): 1. http://dx.doi.org/10.2190/3a6p-cnne-fc98-wxfm.

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3

Narodowski, Mariano, Mauro Moschetti, and Silvina Alegre. "Huelgas docentes y educación privada en Argentina." Revista Colombiana de Educación 1, no. 70 (2016): 27–45. http://dx.doi.org/10.17227/01203916.70rce27.45.

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4

TOMKIEWICZ, CATHERINE TOMKIEWICZ, A, JOSEPH. "WHY DON'T TEACHERS STRIKE?" Journal of Collective Negotiations in the Public Sector 14, no. 2 (1985): 1. http://dx.doi.org/10.2190/yypm-kljl-qpey-3mkq.

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5

Arroyo Bravo, Angélica Josefina, Fanni Lisset Ralda Zúñiga, and Nayeli Lizbeth Infanzón García. "Movimiento magisterial: La perspectiva de los padres de familia en comunidades rural y urbana de Chiapas." Revista Espacio I+D Innovación más Desarrollo 3, no. 4 (2014): 46–64. http://dx.doi.org/10.31644/imasd.4.2014.a04.

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6

Buffett, Neil Philip. "Crossing the Line: High School Student Activism, the New York High School Student Union, and the 1968 Ocean Hill-Brownsville Teachers’ Strike." Journal of Urban History 45, no. 6 (2018): 1212–36. http://dx.doi.org/10.1177/0096144218796455.

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In the fall of 1968, 54,000 of 57,000 New York City teachers went on strike in what has since become known as the Ocean Hill-Brownsville Teachers’ Strike. With schools closed for thirty-six days, from September to November, more than one million students were left without schools to attend. Nearly 300,000 of them were high school students—many of whom utilized their “time off” to become or, in some cases, continue to be socially and politically active. This article outlines high school students’ involvement in the Ocean Hill-Brownsville Crisis. It centers upon the New York High School Student Union, which was established as a citywide student organization in September of 1968. During the tense days of that autumn, members of this organization openly supported the African American community’s call for decentralization of schools and firmly opposed the United Federation of Teachers’s strike action.

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7

Bhattacharya, Tithi, Eric Blanc, Kate Doyle Griffiths, and Lois Weiner. "Return of the Strike: A Forum on the Teachers’ Rebellion in the United States." Historical Materialism 26, no. 4 (2018): 119–63. http://dx.doi.org/10.1163/1569206x-00001808.

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AbstractBringing together leading observers of the 2018 teachers’ strikes in the United States, this forum surveys the origins, character, and trajectory of the rebellion as a whole. We examine the relations between union bureaucracies and the rank and file, the wider political context of the United States, the geography of the strike, immediate and longer-term grievances in the public-education sector, spontaneity and organisation, local cultural contexts and labour histories, strategies and tactics, social reproduction and gender, race and racism, and the potentialities and obstacles facing the movement in the near future.

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8

Young, Ann-Marie, and Ann MacPhail. "Irish Physical Education Cooperating Teachers’ Experiences of Learning to Become a ‘Teacher of Teachers’." Open Sports Sciences Journal 7, no. 1 (2014): 98–105. http://dx.doi.org/10.2174/1875399x01407010098.

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This article presents case studies detailing the learning trajectories of two physical education (cooperating) teachers as they strive to establish and maintain their identity as competent and confident supervisors to pre-service teachers on school placement. The cooperating teachers who participated in the study share their experiences in attempting to construct a professional identity within the school placement triad. Lave and Wenger’s (1991) theory of situated learning and the concept of legitimate peripheral participation were employed to investigate each of the cooperating teacher’s journeys in their attempt to shape their professional identity through participation in a variety of professional learning communities. The data revealed that the cooperating teachers experienced various forms of legitimate peripheral participation and, as a result, their learning trajectories and attempts to construct professional identities were diverse. The cooperating teachers’ learning did not always follow a positive trajectory, often meeting obstacles, resulting in the teachers experiencing both highs and lows during the supervision process.

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9

Snider, Jacqueline. "Editorial: Invisible Sphere of Influence." Education Libraries 36, no. 1 (2017): 3. http://dx.doi.org/10.26443/el.v36i1.320.

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Among the many fine articles in this issue, the topic of mentorship strikes a chord. Jeremy Denk in a recent New Yorker recalls several of his piano teachers. During one of his recitals, he played some unintended notes. He heard his former teacher’s voice in his head, telling him not to be a perfectionist. How many of us conjure up the ghosts of former mentors or teachers while we are struggling, trying to make sense? [...]

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10

Clarke, Sue. "Legal Eye: Teachers on Strike." Agenda, no. 21 (1994): 54. http://dx.doi.org/10.2307/4065822.

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11

Morales Morante, Fernando. "Análisis del tratamiento informativo en noticias de televisión. Estudio de caso de la huelga de profesores en España y Perú." Correspondencias & Análisis, no. 4 (November 1, 2014): 191–214. http://dx.doi.org/10.24265/cian.2014.n4.10.

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12

McHenry-Sorber, Erin, Sam Nelson, and Jay O'Neal. "“We Acted Because it's What Needs to be Done: An Interview with West Virginia Teachers." Rural Educator 42, no. 1 (2021): 68–72. http://dx.doi.org/10.35608/ruraled.v42i1.1219.

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In 2018, West Virginia teachers staged a statewide strike which lasted almost two weeks and included schools across all 55 countywide districts. The main reported strike issues for West Virginia teachers included cuts to their healthcare coverage by the state and relatively low salaries. Prior to the strike, West Virginia teachers ranked 48th in the nation in terms of pay. The West Virginia strike sparked a year-long wave of teacher labor protests across the country, in both predominately rural states and large urban centers. In 2019, West Virginia teachers went on strike again, bringing the movement full circle. In November, 2020, I interviewed Jay O’Neal and Sam Nelson, two teachers involved in the 2018 statewide teachers strike in West Virginia for the National Rural Education Association’s Annual Conference and Research Symposium. Jay O’Neal originated the Facebook page in 2017 that served as the hub for organizing activity prior to and during the 2018 strike. O’Neal is a middle school English and social studies teacher; Nelson is a high school English teacher.

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13

Gutierrez, Rhoda Rae. "Beating the Neoliberal Blame Game: Teacher and Parent Solidarity and the 2012 Chicago Teachers’ Strike." Monthly Review 65, no. 2 (2013): 24. http://dx.doi.org/10.14452/mr-065-02-2013-06_3.

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14

Jones, Doug. "Connecting Research to Teaching: Making the Transition: Tensions in Becoming a (Better) Mathematics Teacher." Mathematics Teacher 88, no. 3 (1995): 230–34. http://dx.doi.org/10.5951/mt.88.3.0230.

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Becoming a better mathematics teacher, particularly during a time of reform, is not an easy task. A variety of information must be learned—a wide range of mathematical content, pedagogical theory and techniques, behaviors of a teacher—and even more must be balanced—administrative and instructional tasks, teaching for procedural and conceptual understanding, and making time for school and family. Although it is impossible to make a definitive statement regarding what is necessary and sufficient for teachers to learn or how to strike the right balance, it is important to view development as an ongoing process throughout a teacher’s

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15

Centeno, Adelina, and Silvana Ponce. "Beliefs about oral corrective feedback in an Argentinean EFL university classroom." Apples - Journal of Applied Language Studies 13, no. 3 (2019): 35–58. http://dx.doi.org/10.17011/apples/urn.201907063591.

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Beliefs about oral corrective feedback (OCF) are essential components in the EFL classroom, especially when learning the speaking skill since teachers have to strike a delicate balance between the provision of OCF without negatively affecting students’ emotions. During the last years, many scholars have devoted great attention to the influence of affective factors in the learning of foreign languages. Among these factors, beliefs held by teachers and students have proved to impact significantly on the processes of teaching and learning a foreign language. The aims of this paper are: to describe the beliefs held by an Argentinian EFL teacher about OCF and to describe how her beliefs might shape this teacher’s classroom practices regarding the provision of OCF at a specific context. A qualitative approach was adopted, and data was collected by means of videotaped classroom observations, teacher stimulated recall interviews and a semi-structured teacher interview. The results showed that the teacher’s beliefs and her classroom actions were not always congruent, especially when she was faced with an ambiguous situation. In the end, the beliefs that had stronger connections to emotions were the ones enacted in her classroom practices.

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16

Shuffelton, Amy B. "The Chicago Teachers Strike and Its Public." Education and Culture 30, no. 2 (2014): 21–33. http://dx.doi.org/10.1353/eac.2014.0018.

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17

Kucharczyk, Stefan, and Helen Hanna. "Balancing teacher power and children’s rights: rethinking the use of picturebooks in multicultural primary schools in England." Human Rights Education Review 3, no. 1 (2020): 49–68. http://dx.doi.org/10.7577/hrer.3726.

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This article offers an autoethnographic reconsideration of a primary school teacher’s practice and children’s interpretation of picturebooks in multicultural primary schools in England. It considers the balance teachers strike between respecting children’s rights to freedom of thought and expression, and wielding their own power as directors of learning. It links key aspects of international human rights law on children to concepts from literacy studies and multicultural children’s literature: representation of minority groups, pictorial interpretation, critical literacy and teacher power. It brings out nuanced interpretations of the picturebook The Arrival as a ‘mirror’ for learners from migrant backgrounds. This mirror may reflect children’s experiences but also offer a frosted, distorted or blank view where young learners do not empathise with characters. We argue that children’s rights within education should include freedom of thought and expression and freedom to interpret literature; teachers should reflect on their intentions when using literature, and not pose barriers to this freedom.

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18

Gołębieska-Wesołowska, Agnieszka. "THE IMPORTANCE OF TEACHERS’ CONTINUING EDUCATIONWITH USE OF MULTIMEDIA EDUCATION." International Journal of New Economics and Social Sciences 8, no. 2 (2018): 291–300. http://dx.doi.org/10.5604/01.3001.0012.9963.

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The aim of the article is to describe the impact and significance of not only self-education of teachers, but also continuous training on teacher’s comprehensive development in the entire digital space (including multimedia) which he deals with not only in his professional work. Participation in continuous training in the era of infor-mation society is the only way to successfully adapt man to the changes resulting from the progress of civilization. The wealth of organizational forms of teacher education makes education a good accessible to all, regardless of age, level of education or material status. Adults strive to improve their skills and knowledge. Motivation is one of the most important factors determining the effectiveness of adult learning. It should be remembered that the teach-er's role is crucial in the process of teaching and up bringing children and youth. The profession of a teacher is characterized above all by the fact that his area of activity is contact with people, especially children and youth, and the primary purpose of his actions is to educate. Working as a teacher sets requirements, which are not lim-ited only to the transfer of knowledge. These tasks are also the transfer of experiences, stimulation to being crea-tive, active and motivated, which contributes to the shaping of the value system of a young person. Implementation of these tasks may result with the teacher's feeling overloaded with work. It is important whether the beliefs about the teaching profession are reasonable and the skills are adapted to the position. The profession of teacher and educator is combined with the fulfilment of a social role, which includes, among other things: contact with another person, emotional involvement, and possession of appropriate competences, continuous improvement, functioning in difficult situations, strong social exposure and effective working under the stress. We must remember that not all teachers are equally susceptible to stress and not everyone is equally affected by its effects, so the degree of risk of burnout syndrome differs between individual teachers.

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19

Kaplan, David. "The Chicago Teachers' Strike and Beyond: Strategic Considerations." Monthly Review 65, no. 2 (2013): 33. http://dx.doi.org/10.14452/mr-065-02-2013-06_4.

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20

Stojanović-Jovanović, Biljana, and Stevan Jovanović. "Didactical and methodical training of teachers of health professions: Basis for the implementation of innovation." Zdravstvena zastita 47, no. 4 (2018): 46–52. http://dx.doi.org/10.5937/zz1804046s.

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21

Sherfinski, Melissa, Sharon Hayes, Jing Zhang, and Mariam Jalalifard. "“Do it all but don’t kill us”: (Re)positioning teacher educators and preservice teachers amidst edTPA and the teacher strike in West Virginia." education policy analysis archives 27 (December 2, 2019): 151. http://dx.doi.org/10.14507/epaa.27.4327.

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We explore how two “happenings” representing different political, social, historical and economic influences converge to shape the narratives of preservice teachers and teacher educators in West Virginia. These happenings are the 2017-2018 edTPA roll out and the teacher strike of February 2018. We use the framework of sensemaking to explore preservice teacher and teacher educator identity/agency using a phenomenological analysis of narratives accessed through narrative portfolios, artifacts, and interviews with pre-service teachers, mentors (supervising teachers), and teacher educators. We found that the confluence of these political moments reinforced a neoliberal orientation for both preservice teachers and teacher educators, positioning preservice teachers to expect teacher educators to intensively support the edTPA and ensure their success while silencing the collective history and moral imperative of protest. Preservice teachers and some mentors reframed the edTPA as a pathway to increased teacher pay/meritocracy by linking it with the National Boards, yet there were pockets of resistance within this among both preservice teachers and teacher educators. These findings are important for informing educational policy and practice around both corporate involvement in assessment/accountability policy and preservice teachers’ and teacher educators’ roles in protest at this moment when both are expanding simultaneously.

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22

Boit, Rachel. "Navigating the process of building parent-teacher partnerships: Experiences of early childhood pre-service teachers." Journal of Childhood, Education & Society 1, no. 2 (2020): 167–81. http://dx.doi.org/10.37291/2717638x.20201238.

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This study utilized the qualitative phenomenological approach to explore pre -service teachers’ experiences in their engagement with parents of young children as they practiced building partnerships with parents. Pre-service teachers (N=50) were each assigned a preschool child with whom they interacted together with the child’s parents and teacher; completing a semester-long assignment created within a family, schools and community course for students in an early childhood teacher preparation program. Pre-service teachers’ responses to a survey and their final written reflections were analyzed using the process of axial and open coding. Results indicated the importance of communication and understanding different dynamics and challenges in parent-teacher partnerships. Therefore, educators should continuously strive to equip pre-service teachers with the skills they will need to succeed as they work with schools, the community and especially in their work with parents.

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23

Ngotho, Irene Ruguru, Daniel Mange, and Felix Kiruthu. "Effects of Labour Disputes on Quality of Education in Public Secondary Schools in Mvita Constituency, Mombasa County." International Journal of Current Aspects 3, no. II (2019): 243–59. http://dx.doi.org/10.35942/ijcab.v3iii.21.

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Education has always been an important asset and is regarded as a key human development index; as a result various states and governments globally spend a large share of their budget on education sector as part of their strategy to achieve the Millennium Development Goals of education for all. Access to schools has improved rapidly throughout the developing world since 1990, but learning outcomes have lagged behind. Despite the fact that it is desirable to avoid a trade-off between quantity and quality, poorly managed education systems and constant labour disputes have undermined improvement in learning outcomes. The study sought to establish the effects of labour disputes on quality of education in public secondary schools. The objectives of the study are to; examine the causes of labour disputes between Teachers Service Commission and Teachers Union, to investigate the nature of conflicts between TSC and KNUT/KUPPET, to analyse the effect of labour disputes on academic Performance in public secondary schools within Mvita Constituency. The study employed the Bargaining Theory and Conflict Theory. Descriptive research design was used; study population is made up of 10,320 and a sample of 942 Students, Parents, Teachers, TSC and KNUT/KUPPET officials obtained by use of stratified sampling to cater for each classification of respondents. Data were collected through questionnaires, and interview schedules. Descriptive statistics were analysed by use of frequencies, percentages, means and standard deviations with the help of SPSS programme. On the other hand, inferential statistics are in form of both Pearson’s correlation coefficient and multiple regression with the help of Correlation models. The study found that: there are conflicting interests between Teachers Service Commission and Teachers Unions. Major causes of these conflicts are salaries, poor working environment, low motivation for teachers, mishandling of teachers grievances and promotions; disputes affect school performances because at such times teachers stay away from schools and students stay at home. This leads to poor coverage of the syllabus, when schools open the workload is so high that teachers cannot cover everything forcing students to sit for examination without learning some subjects; disputes in schools take various forms such as strikes, confrontations on teacher’s rights, picketing and go-slows. When a solution is not found through collective agreement, teacher’s desert schools which end up closed until the disputes are resolved. Lastly conflicts, disruption of school hours and strikes moderately affect the quality of education. The relationship observed is positively strong although statistically insignificant. This is an open-access article published and distributed under the terms and conditions of the Creative Commons Attribution 4.0 International License of United States unless otherwise stated. Access, citation and distribution of this article is allowed with full recognition of the authors and the source.

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24

Aridi, Vicky. "Finding a Legal Balance between the Right to Strike and Right to Education in Kenya." Strathmore Law Review 5, no. 1 (2020): 85–109. http://dx.doi.org/10.52907/slr.v5i1.119.

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The teachers’ right to strike and the children’s right to education are both essential rights recognised by national and international laws in Kenya. Despite this fact, there are instances where conflicts arise between these two rights. The courts have a mandate to balance competing human rights in instances of conflict. However, whenever there has been a conflict between the two rights, Kenyan courts have issued injunctions that require public-school teachers to suspend their strike. By doing so, the courts are leaving the teachers with no effective alternative mechanism to address their pertinent needs. The question of how a balance between the teachers’ right to strike and the children’s right to education in Kenya can be attained is thus an essential concern that is at the focal point of this paper. In a bid to address this question, Kenya’s Constitution, Children’s Act, Labour Relations Act, and case law from the Court of Appeal; namely, TSC v KNUT & 3 others, are analysed to reveal Kenya’s position on the two rights and the various balancing approaches available.

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25

Zotova, I. V. "Development of social and communicative competence of a future teacher in the process of professional training." SHS Web of Conferences 87 (2020): 00082. http://dx.doi.org/10.1051/shsconf/20208700082.

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The article is devoted to the problem of developing social and communicative competence of future teachers in the process of their professional training. The definition of the concepts of “social and communicative competence”, “professional training of a teacher” is given. The development of the social and communicative competence of a future teacher in the process of his professional training, which is understood as an integral neoformation of a teacher’s personality, being characterized by a set of theoretical, linguistic and methodological knowledge on the development of social and communicative competence of future teachers in the process of his professional training, was considered. Pedagogical conditions for the development of social and communicative competence of future teachers in the process of their professional training were revealed. The results of the experimental work showed that if the pedagogical conditions are observed, future teachers in educational organizations have an increased desire to develop social and communicative competences and strive for achieving effective skills of interpersonal interaction and communication, as well as for knowledge of the methodological foundations and categories of pedagogy, patterns of development and formation of students’ personalities.

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26

Gorobeca, Paula. "PROFESSIONAL IDENTITY COMPONENTS OF A DANCE TEACHER." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 4 (May 25, 2018): 397. http://dx.doi.org/10.17770/sie2018vol1.3347.

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The concept of professional identity is considered and topical from the perspective of different occupations. The professional identity of the dance teacher has so far not been researched scientifically and there are no studies about this concept. The article focuses on the term “teachers professional identity” and the formation process of the dance teacher’s professional identity model, as well as the explanation of components of this model from a dance teachers point of view. The aim of this article is to create a professional identity model of the dance teacher by analyzing scientific literature and using professional experience. The professional activity of the dance teacher directly affects the students both physically and psychologically, therefore it is especially important to pay attention to the issues of dance teacher’s professional identity, even more if these questions are not discussed in the study process and there are no related instructions or materials that reveal the essence of the professional identity concept in the world of dance. In a relatively short period of time that students spend in dance classes, teachers must maximize the positive impact on their students. Considering many factors of influence - family, school, friends, social networks, hobbies, dance educator should strive to create an understanding of behavior, aesthetics, tastes, positive relationships in the group, discipline and many more. Explaining professional identity from a creative point of view leads to greater insight into one's profession, as well as to assess the quality of one’s professional work and achievements.

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27

Donovan, John. "A Tale of Two Strikes: The Formation of United Teachers-Los Angeles and the Los Angeles Teacher Strikes of 1970 and 1989." Southern California Quarterly 81, no. 3 (1999): 377–96. http://dx.doi.org/10.2307/41171961.

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28

Pellow, Deborah. "An American Teachers' Strike in China: Misreading Cultural Codes." Anthropology Today 2, no. 4 (1986): 3. http://dx.doi.org/10.2307/3032709.

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29

Harris, Philipp, Peter Rausch, and Samuel G. Ryan. "Ineffectiveness in Teacher Bargaining: The Anatomy of a First Strike." Relations industrielles 37, no. 4 (2005): 905–27. http://dx.doi.org/10.7202/029307ar.

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The objective of this paper is to identify characteristics which distinguish first strike situations from other strike actions. It is based on both collective bargaining and conflict resolution literature as well as the detailed analysis of a recent walkout by a public school teachers' union.

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30

Rosenfeld, Jake. "US Labor Studies in the Twenty-First Century: Understanding Laborism Without Labor." Annual Review of Sociology 45, no. 1 (2019): 449–65. http://dx.doi.org/10.1146/annurev-soc-073018-022559.

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In recent years, labor studies has flourished even as labor unions in the United States have continued their long-term downward trajectory. One strain of this research has situated the labor movement, and its decline, at the center of economic inequality's rise in the United States. Another has explored the labor movement's interconnections with political dynamics in the contemporary United States, including how labor's demise has reshaped the polity and policies. This body of scholarship also offers insights into recent stirrings of labor resurgence, ranging from the teachers’ strikes of 2017 to the Fight for 15 minimum wage initiatives. Yet the field's reliance on official union membership rates as the standard measure of union strength, and on official strike statistics as the standard measure of union activism, prevents it from fully understanding the scope and durability of worker activism in the post-Wagner age.

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31

Robert, André D., and Jeffrey Tyssens. "Introduction: mapping teachers' strikes: a “professionalist” approach." Paedagogica Historica 44, no. 5 (2008): 501–16. http://dx.doi.org/10.1080/00309230802351867.

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32

Forczek-Karkosz, Wanda, Robert Michnik, Katarzyna Nowakowska-Lipiec, et al. "Biomechanical Description of Zapateado Technique in Flamenco." International Journal of Environmental Research and Public Health 18, no. 6 (2021): 2905. http://dx.doi.org/10.3390/ijerph18062905.

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The main purpose of this study was to identify a dancer’s body alignment while performing flamenco footwork to provide a detailed description that could be used by flamenco practitioners: teachers, instructors and students of different levels of advancement. The zapateado technique performed by a professional flamenco dancer was analyzed. The biomechanical analysis was based on 30 cycles composed of six repeating sequences of strikes. Kinematic recordings were performed using a Vicon system, while the measurement of the ground reaction forces (GRF) was accomplished with a Kistler force plate. The following parameters were analyzed: the time of each foot strike, the maximal value of the vertical component of GRF normalized to body weight (BW) for subsequent footwork steps, the impulse of the GRF and the kinematics of pelvis and lower limb joints, and an exemplary waveform view of the sound of footwork strikes was shown. The average values of the vertical component of GRF ranged between 0.6 and 2.7 BW. The maximal anterior pelvic tilt was 29°, with a 6° range of motion (RoM). This mobility was accompanied by 20° hip RoM and by ~40° knee RoM throughout flexion. The conclusions provide practical information that a teacher and flamenco student should receive.

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33

Smilgienė, Jurgita, and Audronė Juzė Juodaitytė. "The Expression of Preschool Education Teachers’ Experiential Learning in an Organization: Involvement into the Process and Types of Knowledge." Pedagogika 128, no. 4 (2017): 114–28. http://dx.doi.org/10.15823/p.2017.58.

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The changes in the labour market have stimulated political, scientific and practical discussions about lifelong learning and the demands of a learning society. In such a world knowledge and skills become a product of the highest quality. Individual’s ability to rapidly and effectively employ knowledge important for professional activity in a constantly changing environment is becoming a value. In the article applying the principles of the theories of a learning organization and experiential learning an educational institution is perceived and investigated as an organization implementing the strategy of teachers’ experiential learning in an organization, where child’s high-quality (self-)education becomes an aspiration. Experiential learning in an organization that takes place in the process of teacher’s everyday activity is important both for an employee and for an educational institution if it is purposeful, meaningful and useful for both parties. Teachers while learning want to acquire knowledge, test its importance in improving the quality of professional activity and learning, strive to understand the prospect of change and improvement. In the process of experiential learning teachers gain knowledge of three types: professional, methodical and personal. In the field of professional knowledge the most important knowledge is such knowledge that is focused on the improvement of pedagogical activity (psychological, methodical, ecological, ICT, legal literacy, organizational) and on the improvement of the skills of communication and collaboration with learners’ parents and colleagues and of involving parents into the educational process). The results of the research reveal that preschool education teachers while learning through experience consider the knowledge focused on a child and the improvement of the contents of education as important because in the process of preschool education a child is the main object, therefore, teachers record knowledge that helps them constantly improve the process of education and strive for the quality of everyday activity. In the teachers’ opinion, the least useful is personal knowledge that helps to change personal attitude towards the implementation of innovations in an institution, prioritization in the workplace, ability to appreciate criticism from colleagues, to perceive that before planning to apply new ideas it would be useful to test them himself/herself. The knowledge that reflects the implementation of a child-focused paradigm is especially important for teachers.

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34

Thornton, Robert J. "Teacher strikes and the courts." Economics of Education Review 4, no. 2 (1985): 152–53. http://dx.doi.org/10.1016/0272-7757(85)90063-9.

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Bicjutko, Tatjana, and Līva Goba-Medne. "English Language Policy in Relation to Teachers and Teacher Educators in Latvia: Insights from Activity Systems Analysis." Acta Paedagogica Vilnensia 45 (December 28, 2020): 60–76. http://dx.doi.org/10.15388/actpaed.45.4.

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The ambitious objectives of European language policy and the strive for competitiveness have led to an increasing emphasis on foreign language competence at the level of national education systems. Using Spolsky’s onion model of language policy (2004) and Engeström’s Expansive Learning theory (1987, 2008), the study attempts to determine the formative influence of the existing multilayered language policy on the professional development of Latvian educators with the aim to compare the situation for teachers and teacher educators in respect of their English language proficiency.Given the prioritisation of English and strategic differences in foreign language management in relation to teachers and faculty, the activity systems analysis points to significantly higher demands and concomitant pressure in respect of English language competence of academic staff, and the lack of incentives to increase their proficiency for teachers. Remedying the existing situation through policy making, both systemic and individual perspectives should be taken into account, as their interplay affects the agency of educators in achieving the goals.

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Schirmer, Eleni Brelis. "When solidarity doesn’t quite strike: the 1974 Hortonville, Wisconsin teachers’ strike and the rise of neoliberalism." Gender and Education 29, no. 1 (2016): 8–27. http://dx.doi.org/10.1080/09540253.2016.1197381.

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HS, Zuhdi, Nurdin Ibrahim, and Cecep Kustandi. "PENDAMPINGAN PEMBUATAN FOTO UNTUK GURU SD KECAMATAN SUKAMAKMUR KABUPATEN BOGOR." PAMBUDI 3, no. 2 (2019): 117–21. http://dx.doi.org/10.33503/pambudi.v3i2.597.

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The low student learning outcomes of SDN Sukamakmur Bogor District based on the analysis conducted because teachers still use the traditional approach, marked by still dominant activity while students are only as listeners and recipients of information. students only listen to the teacher's explanation and take notes or summarize the important things from the material presented. Therefore it is necessary to strive for the use of media and appropriate in the learning process, an interesting atmosphere so that students are more active in learning so that students' learning activities and outcomes increase. The approach applied to the Community Service Program is a model of empowerment through mentoring with the following steps: 1) Preparation Phase; 2) Assessment Phase; 3) Alternative Planning Phase of Programs or Activities; 4) Formulation Phase of the Action Plan; 5) Stage of Implementation (Implementation) of the Program or Activity; 6) Evaluation Phase; and 7) Termination Phase. This Community Service is carried out as an empowerment of elementary school teachers in the District of Sukamakmur, Bogor Regency, producing Photo Media that meets theoretically feasible criteria; meet the proper criteria in terms of format, content and appearance; have high applicability or are worthy of learning.

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STEVENSON, HOWARD. "Teachers on Strike: a struggle for the future of teaching?" FORUM 55, no. 3 (2013): 415. http://dx.doi.org/10.2304/forum.2013.55.3.415.

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Strassfeld, Natasha M., and Robert N. Strassfeld. "After Janus: Teachers’ Unions, Walkouts, and Social Justice Unionism." International Journal of Educational Reform 29, no. 4 (2020): 334–53. http://dx.doi.org/10.1177/1056787920918601.

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Recent union-supported teachers’ walkouts and strikes across several U.S. states and cities highlighted union-led and grassroots efforts to amplify teachers’ voices. Yet, the recent U.S. Supreme Court decision, Janus v. AFSCME, Council 31, provides a strength test for teachers’ unions and members engaging in social justice/equity work within a post- Janus landscape. This article first explores traditional functions of teachers’ unions. Next, it examines Janus and potential consequences for union participation, teachers’ advocacy, and civil rights. Using a social justice lens, the article discusses how and why unions may need to consider strengthening “social justice unionism” by building on walkouts and strikes.

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PARTRIDGE, DANE M. "A CROSS-SECTIONAL ANALYSIS OF TEACHER STRIKE ACTIVITY." Journal of Collective Negotiations in the Public Sector 21, no. 1 (1992): 1. http://dx.doi.org/10.2190/t8vq-fltd-38vg-k233.

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Partridge, Dane M. "A CROSS-SECTION ANALYSIS OF TEACHER STRIKE ACTIVITY." Academy of Management Proceedings 1990, no. 1 (1990): 316–20. http://dx.doi.org/10.5465/ambpp.1990.4980006.

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Beatty, Carol, and Jeffrey Gandz. "After the Strike: Changing the Teacher-Board Relationship." Articles 44, no. 3 (2005): 569–92. http://dx.doi.org/10.7202/050515ar.

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This paper describes four strike situations, following which teachers and school boards tried to engineer changes to theirprestrike relationships. The authors analyse these situations and identify some ofthefactors which appeared to distinguish the successes from the fallures.

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Irajzad, Fatemeh, and Hesamoddin Shahriari. "Student Socioeconomic Status and Teacher Stroke: A Case of Female Students in Iran." Discourse and Communication for Sustainable Education 8, no. 1 (2017): 129–44. http://dx.doi.org/10.1515/dcse-2017-0010.

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AbstractSupportive teacher-student relationships play a significant role in the trajectory of students’ academic life. Teachers may use various strategies to improve this relationship, one of which is teacher stroke (teacher encouragement). The stroking behavior of teachers might be influenced by several factors, including the socioeconomic status (SES) of students. Accordingly, the current study aims to investigate the differences among female English language teachers at three different school districts (i.e., upper, middle, and lower socio-economic class) in Mashhad, Iran, with regard to their stroking behavior. To fulfill this aim, 300 eighth-grade female students responded to an 18-item questionnaire and the collected data were subsequently analyzed using a one-way ANOVA. The results revealed that teachers tend to stroke high-SES students more frequently. The second aim of this study was to find out if there is a significant correlation between teacher stroke and students’ GPA. The results indicated that all the sub-components of stroke significantly correlate with students’ GPA. Moreover, the results of a stepwise multiple regression test indicated that two of the sub-components of stroke, namely valuing and classroom activities, strongly predict students’ GPA. Finally, the findings of the study have been discussed in light of the existing literature and implications have been provided for language teaching in the formal context of education.

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Benmoussat, Nabil Djawad, and Smail Benmoussat. "The Teach-to-the-Test Approach: A Curse a Blessing or a Blessing in Disguise for Algerian EFL Students." English Language and Literature Studies 8, no. 3 (2018): 1. http://dx.doi.org/10.5539/ells.v8n3p1.

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The present paper is an attempt to redraw the boundaries of EFL from a teaching-testing perspective. Though the crux of the problem in language teaching has always been the general principles underpinning the methodologies, the ‘what-to-teach’ and the ‘what-to-test’ questions have always been a concern for most stakeholders. Parents would most probably argue about what is best to be taught to their children as well as about the most appropriate and effective learning path leading to their offspring success, whereas the others, not least, teachers, strive to cope with a delicate intertwined questioning of how to strike the balance between an effective teaching and an efficient testing. However, this thorny issue, so to speak, is not a new one. The relationship between teaching and testing has called into question the communicative abilities of Algerian EFL learners. To score high, through a test-oriented teaching in an EFL exam does not necessarily mean to speak fluently and to write accurately the English language. EFL learners in public schools are in most need of a well-rounded education.

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ZIRKEL, PERRY A. "THE ACADEMIC EFFECTS OF TEACHER STRIKES." Journal of Collective Negotiations in the Public Sector 21, no. 2 (1992): 1. http://dx.doi.org/10.2190/gynq-cjph-aakr-eelv.

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Mahlamäki-Kultanen, Seiya. "Pedagogical Education for University Teachers in Finland." Moscow University Economics Bulletin 2014, no. 5 (2014): 102–13. http://dx.doi.org/10.38050/01300105201456.

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The world of work and occupations are changing rapidly as globalisation and digitalisation make headway. Today the occupation and its necessary competence requirements stopped being acquired once and forever. Modern professions become dynamic, should constantly reinvent themselves and be maintained by upgrading the competence. Consequently, the pedagogical competence of HEI teachers must also meet the new requirements, and the teachers should continuously widen the scope of their interests. Professional teacher training in Finland is internationally acknowledged thanks to high professionalism of instructors and due to the fact that training is based on research. The article analyses the scientific foundation of professional teacher training in Finland, its implementation and relationship with the changing world of work drawing on the example of the curriculum of HAMK University of Applied Sciences. The analysis of the curriculum shows that pedagogical studies for in-work learners meet the requirement of dynamism. They require involvement and active participation of the learners in the teaching process and its implementation receives positive student feedback.. The curriculum focuses on developing the teacher’s work and provides an idealistic view on what it is to work as a teacher. A strive for continuous professional growth stems from pedagogical competence.

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Greenberg, Joshua. "Tories, teachers and the media politics of education reform: news discourse and the 1997 Ontario teachers' strike." Journalism Studies 5, no. 3 (2004): 353–71. http://dx.doi.org/10.1080/1461670042000246106.

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Mulawarni, Mulawarni. "Error Analysis on Han Character Stroke Writing (汉字 Hànzì) of Mandarin Language Teachers (Participants on Training for Senior High Schools/Vocational Schools/ Islamic High Schools Chinese Language Teachers on Critical Literacy and HOTS)". BAHTERA : Jurnal Pendidikan Bahasa dan Sastra 18, № 2 (2019): 155–65. http://dx.doi.org/10.21009/bahtera.182.05.

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ABSTRACT Mandarin language has been one of the subjects in 2013 Curriculum as one of the foreign languages taught in schools starting from elementary to universities. Due to high interest in Chinese language in opening career opportunities to people who can master the language, there is also an increase of interest on not only the language but also on how to teach the language. Teachers in this context the teachers of Mandarin language at least master the basic of teaching Mandarin language in the five elements. On this matter, there are errors in the writing of Han Characters that occurs during the learning process on learners and teachers. The errors cover the strokes misalignment on written texts of describing oneself. This study analyzes the common mistakes of Chinese stroke writing on Teachers of Chinese language teachers in Indonesia on training programmes. Key Words: Han Characters; Error Analysis in writing; writing misalignment; Chinese stroke writing and Mandarin Language Teachers.

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Relmasira, Stefanus Christian, and Rose-Marie Thrupp. "PRESERVICE TEACHERS ON TEACHING WITH AND ABOUT ICT: AN INDONESIAN STUDY." Scholaria : Jurnal Pendidikan dan Kebudayaan 6, no. 3 (2016): 163. http://dx.doi.org/10.24246/j.scholaria.2016.v6.i3.p163-172.

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<p>Teaching about and with digital technologies continues to challenge teachers. Aligned with the permeation of Information Communication Technologies (ICT) in our daily lives is the challenge of ICT in the classroom. Curriculum writers strive to identify declarative and procedural knowledge needed by future citizens. Teachers strive to design ICT-enabled learning that engages contemporary learners. The identity of a teacher of ICT and using ICT for learning challenges preservice teachers as they create their own identity in the classroom. These challenges cross borders, both geographical and cultural. Using a research approach developed by Hunt (2015), preservice teachers in a teacher education program in Central Java, Indonesia were asked to draw what teachers and ICT look like, sound like, and feel like. This study builds upon the ideas of Goodenough (1926) and Chambers (1983) to examine the views of teachers and ICT held by preservice teachers. These findings can inform the design of teacher education programs in supporting preservice teachers to build their self-efficacy as teachers teaching with and about ICT in their classroom and contribute to the construction of professional learning post-graduation.</p>

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Bennett, Michael. "Red State Revolt: The Teachers’ Strikes and Working-Class Politics." Radical Teacher 116 (March 3, 2020): 93–96. http://dx.doi.org/10.5195/rt.2020.752.

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