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Journal articles on the topic 'Teacher Advisor'
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1
Refinetti, R. "A prolegomenon to the study of graduate research training." Advances in Physiology Education 260, no. 6 (1991): S29. http://dx.doi.org/10.1152/advances.1991.260.6.s29.
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Academic physiologists are both teachers and researchers. As a teacher the physiologist has two main tasks, to teach courses and to supervise graduate student research. It is argued that these two tasks involve different pedagogic strategies and therefore should not be confounded with one another. The physiologist who acts as a teacher in a situation of research advising will be an inappropriate advisor and will provide the student with inappropriate research training. When performing the task of graduate advisor, the physiologist should maintain a liberal attitude that fosters the graduate student's research education.
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GARCIA, VERONICA, WILHEMINA AGBEMAKPLIDO, HANAN ABDELA, OSCAR LOPEZ JR., and RASHIDA REGISTE. "High School Students' Perspectives on the 2001 No Child Left Behind Act's Definition of a Highly Qualified Teacher." Harvard Educational Review 76, no. 4 (2006): 698–724. http://dx.doi.org/10.17763/haer.76.4.nu70771132536q86.
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In this article, four urban high school students and their student leadership and social justice class advisor address the question, "What are high school students' perspectives on the 2001 No Child Left Behind Act's (NCLB) definition of a highly qualified teacher?" As the advisor to the course, Garcia challenged her students to examine their high school experiences with teachers. The students offer personal stories that describe what they consider the critical qualities of teachers — qualities not based solely on the credentials and education status defined by NCLB. The authors suggest that highly qualified teachers should cultivate safe, respectful, culturally sensitive, and responsive learning communities, establish relationships with students' families and communities, express their high expectations for their students through instructional planning and implementation, and know how students learn. This article urges educators and policymakers to consider the students' voices and school experiences when making decisions about their educational needs, including the critical issue of teacher quality.
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Harding-DeKam, Jenni L., Boni Hamilton, and Stacy Loyd. "The Hidden Curriculum of Doctoral Advising." NACADA Journal 32, no. 2 (2012): 5–16. http://dx.doi.org/10.12930/0271-9517-32.2.5.
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We examined the hidden curriculum of doctoral advising by conceptualizing the advisor as a teacher. Using autoethnographic methods in this case study, we simultaneously explored both sides of the advisor-student relationship. The constructivist paradigm permeated all aspects of the research: data collection, analysis, and interpretation. The significance of this study lies in new understanding of the zone of proximal doctoral development and the exploration of barriers to building positive multiyear advising relationships. Findings and implications resulted in new understandings of how doctoral advisors can minimize obstacles by making expectations explicit, listening by hearing, creating relationships of trust, and judiciously negotiating power. Making the hidden curriculum explicit can be accomplished with purposefully scheduled meetings, supportive caring relationships, and ethical practices.
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Ahsanu, Muhamad, and Dyah Wijayawati. "PERSPECTIVES AND PRACTICES FROM INDONESIAN EFL TEACHERS ON LANGUAGE ADVISORS’ ROLES IN FOSTERING LEARNER AUTONOMY." JURNAL SPHOTA 12, no. 2 (2020): 39–51. http://dx.doi.org/10.36733/sphota.v12i2.948.
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Every teaching practitioner seemingly has come to a common term that language advising is essential in language learning especially in fostering language learner autonomy. However, the issue as to whether a teacher also plays the roles of an advisor or vice versa is still in controversy. This writing is not trying to claim which one is right and which one is not. This paper is just a little lantern on how actually the roles of a language advisor (LA) are exercised by teachers within the context of Indonesian EFL classrooms. Based on the data collected via interview suggest that they realized their role as a LA informally be it inside or outside their classroom practice. In actuating such LA roles, the teachers transformed into a motivator, awareness builder, student-teacher reflective practitioner, controller, and many times co-problem-solver. Presumably, the advising teachers in Indonesian setting not only feel responsible for transmitting knowledge and skills, but also for transforming ideas, advice, morality, values, etc. into their learners within and beyond classroom practices. The inkling of this paper is to descriptively address both theoretical and practical account of LA within the spectrum of learner autonomy.
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Murray, Gerald L. "THE ADVISOR UNDER STRESS—FIRED UP OR BURNED OUT?" NACADA Journal 7, no. 2 (1987): 47–53. http://dx.doi.org/10.12930/0271-9517-7.2.47.
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Do you feel tired and worn out? Has your enthusiasm for your work diminished? Do you feel professionally stuck, unable to fulfill your professional expectations? Have you developed a cynical attitude toward your workplace and profession? Do you feel that you are spending more time thinking about vacations and retirement and less about helping students? If you have experienced (or are currently experiencing) these or similar symptoms, you may be suffering from “advisor burnout.” The literature is replete with accounts of teacher burnout, manager burnout, military wife burnout, preacher burnout, and so on. With excessive caseloads, lack of status, and poor pay, it is likely that more and more advisors will experience burnout, also. This paper examines possible causes and symptoms of advisor burnout and makes suggestions for its prevention.
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Ray, Steven J. "An appreciation of a gifted teacher, advisor, colleague, and mentor." Spectrochimica Acta Part B: Atomic Spectroscopy 76 (October 2012): 14–15. http://dx.doi.org/10.1016/j.sab.2012.07.022.
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Turan Özpolat, Esen, and Gülden Gürsoy. "A longitudinal study on pre and post service views of teacher candidates on teacher candidate training program." Pegem Eğitim ve Öğretim Dergisi 9, no. 2 (2019): 605–52. http://dx.doi.org/10.14527/pegegog.2019.020.
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This study aimed to reveal the views of teacher candidates on the teacher candidate training program and to compare the pre-service and post-service views. The study is a qualitative study designed with descriptive method and the data were collected with longitudinal methodology. The study group was selected among the volunteering teacher candidates based on the maximum diversity purposive sampling method. In the first data collection phase of the study (pre-service), the data were collected with the application of interview forms developed by the authors to 14 teacher candidates. The second data collection phase of the study (post service) was conducted one year after the first data collection phase and included 11 teacher candidates accessible from the same sample. According to the data obtained from the interviews made in two different phase, the candidate teachers seemed to benefit the training program related to this process and they wanted the continuation of the process, as well as It has been identified that the completion of the deficiencies stated in the process to benefit the future candidate teachers. Moreover, it has emerged as a result of research that the candidate teachers have gained knowledge and skills related to the profession, in particular from the advisor teachers, but they are not satisfied with filling in the form for administrative and classroom activities in the process and after they became principal teachers, they did not see any related benefit.
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Wise, Phyllis M. "Anita Payne: Scientist, Teacher, Mentor, Advisor, Friend, and So Much More." Biology of Reproduction 83, Suppl_1 (2010): 3. http://dx.doi.org/10.1093/biolreprod/83.s1.3.
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Vargas, Liliana Tarazona, and Antonia Candela. "Contributions of Ethnography for understanding the training process of In-service Physics teachers." Ciência & Educação (Bauru) 24, no. 4 (2018): 927–44. http://dx.doi.org/10.1590/1516-731320180040008.
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Abstract: This paper presents the results of an ethnographic study of two in-service physics teachers' participation in a seminar of the master's degree program on teaching science they are studying at the National Pedagogical University (UPN in Spanish) in Bogotá, Colombia. In it the two teachers work with an advisor to plan, implement and report the results of an educational proposal aimed at secondary school students. The ethnographic analysis yields elements for reflecting on continuing teacher education: the multiple meanings contained in the teachers' practices and shared assumptions; the work undertaken jointly between the teachers to explain, confront and negotiate these meanings; and the teachers' commitment to their students' development.
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Pross, Christian. "Johan Lansen 1933-2019." Torture Journal 30, no. 1 (2020): 81–83. http://dx.doi.org/10.7146/torture.v30i1.119738.
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Gedfie, Mebrat, and Dawit Negassa. "The Contribution of Cluster Resource Centers for Inclusion: The Case of Atse Sertse Dingil Cluster Primary School, Ethiopia." International Journal of Education and Literacy Studies 7, no. 2 (2019): 31. http://dx.doi.org/10.7575/aiac.ijels.v.7n.2p.31.
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The purpose of this study was to assess the contributions of cluster resource centers in the implementation of inclusive education of children with special educational needs, and more specifically visually impaired children in Atse Sertse Dingil Cluster Primary School. A qualitative approach with case study design was used to elicit the required information from the principal, itinerant teacher, regional advisor and regular teachers. The study involved seven participants. The data collected through semi-structured interview guide and document review was analyzed thematically. Findings indicate that participants have varied levels of understanding and use of resource centers for inclusion. The resource center did not address the diverse needs of children with special educational needs and teachers adequately. The result showed that the resource center plays a vital role in professional development of teachers in implementing inclusive education even if much focus was given to knowledge development of teachers. It also confirmed that the regional advisor and itinerant teacher in collaboration with the principal of the school tried to mobilize the community for the education of children with special educational needs through organizing dialogues and workshops though there was limitation. The study revealed that the resource center did not function adequately in supporting the education of children with special educational needs because of financial, attitudinal, materials and trained manpower related barriers. Therefore, such measures as allocation of sufficient funds, awareness raising trainings on issues of inclusion such as skill trainings and collaborative work among stakeholders need to be taken by the school and the education office.
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Irham, Irham, and Yudril Basith. "REVITALISASI MAKNA GURU DARI AJARAN TASAWUF DALAM KERANGKA PEMBENTUKAN KARAKTER." ULUL ALBAB Jurnal Studi Islam 19, no. 1 (2018): 44. http://dx.doi.org/10.18860/ua.v19i1.4901.
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<p><em>This article seeks to describe the meaning of teachers based on the teachings of Sufism that can be a reference to revitalize the important role of educators in order to build character. It uses the perspective of Sufism since this teaching focuses on pupil’s moral development both outwardly and inwardly. The purpose of this article is to adapt the meaning of teacher in islamic mysticism perspective into the meaning of teacher in general for character education. It employs literary study by referring to the thoughts of figures or scholars of islamic mysticism and supported by the theory outside the study of islamic mysticism, then formulated into a conceptual construct of this article. The conclusion shows that the teacher in Sufism with his qualifications has the task of educating pupil’s moral that is not limited in a certain space and time. Teacher builds closeness with the pupils from the inner and outer sides. They are treated like a teacher treating himself. Teacher in this sense is as role model, counselor, director, advisor, to shape pupil’s moral. This meaning can improve the weaknesses of the modern education theory, which generally interprets teacher as facilitator, mediator, or as teachers (transfer of knowledge/transfer of values), which has not touched on pupil’s inner side.</em></p>
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Lee, Karen V., and Peter Gouzouasis. "Tommy’s Tune." Qualitative Inquiry 23, no. 4 (2016): 316–20. http://dx.doi.org/10.1177/1077800416659081.
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The following autoethnographic duet by faculty advisor and professor creates a dramatic and evocative account of the personal and cultural experience about a disabled student teacher. They blend storytelling and music which fuses a theoretical analysis about storytelling and life. Although sociocultural issues draw deep reflection about the emotional turmoil, cultural influences of language and social interaction provide details that critique social structures. As musician becoming teacher is a passionate yet complex endeavor, the faculty advisor shares first-hand a poetic but painful story about a disabled teacher being inducted into the teaching profession. By making explicit the personal-cultural connection, they use the life-changing epiphany to critique cultural issues about teaching and disability. As the faculty advisor approaches the professor for advice, his musicianship shifts her forward, backward, and sideways through feelings that evoke, invoke, and provoke a curriculum that does not transfer knowledge from educational method classes. Instead, it embeds musical language as a metaphorical conduit to interrogate the pros, cons and both sides of the complicated issue of disability that influences the completion of his teaching practicum for his undergraduate bachelor of education degree. An epiphany from music and story reveals the irony of living in a culture of both uniformity and diversity. They explore the constructs of ideology, abnormality, marginalization, and secrecy. Thus, by blending story and music, the authors resolve a transformative autoethnographic aspect about the personal and cultural influences that provoke new deeper ways of thinking about curriculum.
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Pizzolato, Jane Elizabeth. "Advisor, teacher, partner: Using the learning partnerships model to reshape academic advising." About Campus 13, no. 1 (2008): 18–25. http://dx.doi.org/10.1002/abc.243.
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Hu, Chih-Kao. "In Memory of Dr. Miguel Llinás, a Teacher, Advisor, and Lifetime mentor." Protein Journal 40, no. 4 (2021): 462–63. http://dx.doi.org/10.1007/s10930-021-10014-9.
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Svalina, Vesna, Blaženka Bačlija Sušić, and Goran Lapat. "PRIMARY SCHOOL TEACHERS’ OPINIONS TOWARDS MUSICALLY GIFTED STUDENTS." Problems of Education in the 21st Century 79, no. 1 (2021): 133–61. http://dx.doi.org/10.33225/pec/21.79.133.
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Primary school teachers have an important role in the early identification and further development of a child's musical giftedness. The research was aimed to examine the opinions of primary school classroom teachers (N = 1130) employed in Croatian primary schools regarding conceptualization of musical giftedness and its impact on identification of musically gifted students. Furthermore, their opinions about the support of parents, professional team and collective as well as competencies for recognizing and further development of the child’s musical giftedness were investigated. Although most respondents assess their competencies in identifying musical giftedness, most of the surveyed teachers, especially younger ones, are willing to be additionally trained in this area. They stated that the existing curriculum should be expanded and enriched and stressed the need for more support from the expert assistants (psychologists and pedagogues). In addition to the teachers' age, their title (teacher, teacher mentor and teacher advisor) also proved to be a significant factor in the identification and development of a child's musical giftedness. Findings of research have implications for theory and practice of primary school teacher’s music education and education for work with gifted children both during their higher education and lifelong learning. Keywords: musical giftedness, musically gifted students, primary school teachers, Republic of Croatia
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Arslangilay, A. Selcen, and Mehmet Taspinar. "The Metaphorical Perceptions of Teacher Candidates Attending the Pedagogical Formation Program on Academic Staff—Gazi University Sample." International Education Studies 10, no. 11 (2017): 33. http://dx.doi.org/10.5539/ies.v10n11p33.
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Teacher training in Turkey has a long history with various practices. It has taken a different dimension with training teachers through pedagogical formation program certificates that last for a short time. The aim of this research is to reveal the metaphors of teacher candidates attending pedagogical formation program towards the academic staff. The research was designed with qualitative model and phenomenology design was used. The sample of the study group was composed of 392 teacher candidates. Teacher candidates were asked to fill in the sentence; “Academic staff during the pedagogical formation program is like ….….; because …………………”. The data analysis was conducted with qualitative methods. The academic staff is described in 11 basic categories. Most of these categories are made of positive behaviors composing 86.47% as guiding, advisor and counselor, the resource of knowledge and experience, constructive and developer, multi-perspective, self-developing, open to change, respectful, patient, tolerant and democratic, role model, using effective body language and presentation techniques. The remaining 4 categories are made of metaphors presenting the negative behaviors of academic staff reflecting 14.03% of teacher candidates: just narrating, not communicating enough, authoritative and oppressive, behaving inconsistently and irresponsive, non-communicative and with high ego.
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Öztabak, Muhammet Ü. "Examination of the Perceptions on the View of Preschool Teachers About School Counselor." Journal of Education and Training Studies 6, no. 6 (2018): 13. http://dx.doi.org/10.11114/jets.v6i6.2682.
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The responsibility of the development and the achievement of the child seems to be put on the shoulders of the preschool teacher. However, education is a teamwork in which not only teacher but also school administrator, family, school counselor (psychological counselor) and other supporting units should take active duty and work in cooperation. The school counselor plays an important role in following and supporting the child's bio-psycho-social development in this process. For all that, it is noteworthy that there is no effective cooperation between preschool teacher and school counselor. This study aims to investigate the perceptions of preschool teachers about school counselors. The data on school counselors’ perceptions was collected by metaphor analysis method. Content analysis was used to classify the data. The study group of the research consisted of 221 preschool teachers working in European side of Istanbul during the academic year of 2016-2017. As a means of collecting data, teachers were asked to complete the sentence "School counselor is like .............. because ..........". Also the "personal information form" was used to obtain demographic information. Conceptual categories were created by analyzing the reasons why teachers prefered and used their spesific expressions to complete the survey. It was determined that the school counselor perceived positive expressions such as advisor, helper, guiding, problem solver, supporting.
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Kalsoom, Tahira, Victoria Showunmi, and Iram Ibrar. "A Systematic Literature Review on the Role of Mentoring and Feedback in Improvement of Teaching Practicum." sjesr 2, no. 2 (2019): 20–32. http://dx.doi.org/10.36902/sjesr-vol2-iss2-2019(20-32).
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Abstract
 This study explores that feedback becomes effective when it is purposeful. Feedback should provide in such a way that the prospective teachers must reach the specific purpose and learning goal behind the practicum experience i.e. the change in teaching behavior and to become a more professional teacher. If provision of feedback does not fulfill the purpose behind the process then it is just the wastage of time. Systematic literature review was used as a research methodology and detailed literature was cited to see all aspects of feedback and mentoring to improve practicum. Feedback becomes effective only when it provides information to the prospective teachers either they are performing their tasks to achieve their learning goals properly or they may need some correction. It is evident from the literature that there is a significant difference in the role of mentor and supervisor. Mentors play the role of advisor, friend, guide and counselor while supervisors play the role a teacher, assessor and boss.
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Lowenstein, Marc. "If Advising is Teaching, What Do Advisors Teach?" NACADA Journal 25, no. 2 (2005): 65–73. http://dx.doi.org/10.12930/0271-9517-25.2.65.
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A philosophy of advising referred to as the learning-centered paradigm is described and compared to the dominant developmental paradigm. Through the learning-centered paradigm, one can explain, better than through the developmental theory, how advising is, or can be, similar to teaching. Under the learning-centered approach, the excellent advisor plays a role with respect to a student's entire curriculum that is analogous to the role that the excellent teacher plays with respect to the content of a single course. He or she also helps the student to understand, and in a certain sense, to create the logic of the student's curriculum. Thus, the advisor's instruction in the logic of the curriculum elevates the advisor's work to a central role in enhancing a student's education.
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Lowenstein, Marc. "If Advising is Teaching, What Do Advisors Teach?" NACADA Journal 29, no. 1 (2009): 123–31. http://dx.doi.org/10.12930/0271-9517-29.1.123.
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A philosophy of advising referred to as the learning-centered paradigm is described and compared to the dominant developmental paradigm. Through the learning-centered paradigm, one can explain, better than through the developmental theory, how advising is, or can be, similar to teaching. Under the learning-centered approach, the excellent advisor plays a role with respect to a student's entire curriculum that is analogous to the role that the excellent teacher plays with respect to the content of a single course. He or she also helps the student to understand, and in a certain sense, to create the logic of the student's curriculum. Thus, the advisor's instruction in the logic of the curriculum elevates the advisor's work to a central role in enhancing a student's education.
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Lowenstein, Marc. "If Advising is Teaching, What Do Advisors Teach?" NACADA Journal 40, no. 2 (2020): 5–14. http://dx.doi.org/10.12930/nacada-20-90.
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A philosophy of advising referred to as the learning-centered paradigm is described and compared to the dominant developmental paradigm. Through the learning-centered paradigm, one can explain, better than through the developmental theory, how advising is, or can be, similar to teaching. Under the learning-centered approach, the excellent advisor plays a role with respect to a student's entire curriculum that is analogous to the role that the excellent teacher plays with respect to the content of a single course. He or she also helps the student to understand, and in a certain sense, to create the logic of the student's curriculum. Thus, the advisor's instruction in the logic of the curriculum elevates the advisor's work to a central role in enhancing a student's education.
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Akers, T. K. "The physiology teacher, a facilitator of learning at all levels." Advances in Physiology Education 260, no. 6 (1991): S32. http://dx.doi.org/10.1152/advances.1991.260.6.s32.
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Academic physiologists in universities have three jobs: teaching, research, and service. They also operate at many levels of education: undergraduate, graduate, and medical. Each level carries special problems and special rewards. It is argued in this paper that teachers should be facilitators in learning no matter what level or what aspect of the job. If physiologists behave as facilitators of learning at all levels, then they will be able to help undergraduates by the most appropriate choice of textbooks and handbooks; to develop case histories, scenarios, and summaries; and to show students how physiology got to where it is, developing in the students a healthy concept of skepticism. This can be expanded when the students are graduate students and the teacher acts as an advisor and is still facilitating the students' learning.
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Taylor, C. E. "DR. EDWARD WENK, JR. ENGINEER, PRESIDENTIAL ADVISOR, AUTHOR, TEACHER SESA PRESIDENT 1957–58." Experimental Techniques 24, no. 2 (2000): 22. http://dx.doi.org/10.1111/j.1747-1567.2000.tb02266.x.
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Parsania, Vaishali S. "A Virtual Teacher: A Boon to Learners: Examining Online-Learning Platforms [Career Advisor]." IEEE Women in Engineering Magazine 12, no. 1 (2018): 27—C3. http://dx.doi.org/10.1109/mwie.2018.2810398.
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Сікора, В. В. "ІНТЕРАКТИВНА КОМПЕТЕНТНІСТЬ МАЙБУТНІХ УЧИТЕЛІВ ФІЗИЧНОЇ КУЛЬТУРИ: ПЕДАГОГІЧНІ УМОВИ ЇЇ ФОРМУВАННЯ". Теорія та методика навчання та виховання, № 47 (2019): 113–22. http://dx.doi.org/10.34142/23128046.2019.47.10.
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The manuscript analyzes the actual problem of defining pedagogical conditions when forming interactive competence in the training process of future teachers of physical training. The purpose of the research is to substantiate one of the pedagogical conditions for forming interactive competence of a future teacher of physical training. The tasks of the research are to investigate the pedagogical condition of forming interactive competence of a future teacher; to outline the ways of its implementation. To achieve the goal, to solve the outlined tasks of the research we used the general scientific theoretical methods: analysis, synthesis and systematization of the authors’ manuscripts on the research problem of learning teachers of physical training; logical and systemic, problem-oriented, comparative analysis with the purpose of theoretical substantiation of one of the pedagogical conditions of forming interactive competence of a future teacher of physical training. The results of the research are the formulation and justification of one of the pedagogical conditions for forming interactive competence of future teachers of physical training in the learning process. This pedagogical condition is the introduction of interactive tactics and training strategies aimed at forming interactive competence of a future teacher of physical training. It is ensured by the implementation of the spectrum of interactive roles for a future teacher (checker, director, manager, facilitator, advisor, speaker, moderator, trainer, coordinator); as well as by the introduction of interactive teaching styles (teacher’s style, content style, student’s style, interactive, educational and personal styles). It is ensured by collaboration and partnership between teachers and students, taking into account interactive teaching methods. We conclude that the research emphasizes the need to move from traditional to interactive learning, updating teaching tactics and strategies, interactive roles, styles, methods with students at Universities.
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Nikolenko, V. N., V. A. Kudryashova, V. D. Makarova, N. A. Rizaeva, and M. V. Oganesyan. "A FEW WORDS ABOUT THE TEACHER. IN MEMORY OF THE EXCELLENT TEACHER AND SCIENTIST M.R. SAPIN." Annals of the Russian academy of medical sciences 72, no. 2 (2017): 164–66. http://dx.doi.org/10.15690/vramn820.
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M.R. Sapin (1925–2015) was a professor at I.M. Sechenov First Moscow State Medical University, honorary academician of Russian academy of medical sciences (1988), and an outstanding representative of the Moscow anatomical school of the middle of XX – early XXI century. From the very beginning of his medical training, Mikhail Romanovich got interested in anatomy, especially in angiology and lymphology, and later concentrated on its studying. The author of more than 30 text books and guidelines for schools, universities, and colleges, Mikhail Romanovich was the doctoral and thesis advisor of 51 Ph.D. and approximately 70 MD dissertations. M.R. Sapin made a significant contribution to the development of anatomical education providing the departments with a various range of dry and wet specimens. His stunning and effective work as a tutor was highly appreciated by his students and colleagues, Russian and foreign anatomists. M.R. Sapin was the leader of the Laboratory of Functional Anatomy since 1972, president of the International Association of Morphologists (1992–2006), chairman of the expert commission of Higher Attestation Commission (1959–1994), etc. A man of a great willpower, M.R. Sapin faced a lot of obstacles in his life and research work but overcame that all successfully. The article presents the most important facts of anatomist’s career and lifetime.
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Marli, Suhardi. "The Students Perception on The Service Quality of Primary Teacher Education (PGSD) in Faculty of Teacher Training And Education (FKIP) of Tanjungpura University (UNTAN)." JP2D (Jurnal Penelitian Pendidikan Dasar) UNTAN 2, no. 1 (2019): 22. http://dx.doi.org/10.26418/jp2d.v2i1.63.
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The problem in this study was "How is the quality of service in the FKIP Untan PGSD study program that focuses on the problem: (1) how is the perception of PGSD students in academic guidance (PA)?; (2) how is academic service in PGSD ?; (3) what is the service of library staff at PGSD?; the purpose of the research is to find out: the perceptions of students on academic guidance, academic services at PGSD ?; and library staff services at PGSD. The place of research was conducted at PGSD. The subjects of the study were PGSD students in 2014, amounting to 180 people in the third semester and semester five students receiving the Bidik Misi scholarship. His research was in the form of a survey with a data collection tool used in the questionnaire and interview sheet. The results of the study are: (1) the role of the academic advisory service (PA) places the category well in the top position, namely 57, 41%, the category is very good (SB) at the second position which is 22.10%, enough in the third position 17.52% and less fourth position 2.96%. (2) the role of academic services places a good (B) category at the top position, namely 53.21%, while the excellent category places the second position which is 32.21%, enough in the third position 17.52% and less in the fourth position 2.96%. (3) the category of library service roles. The category of good at the top position is 45.47% while the excellent position occupies the second position 15.25%, enough in the third position 26.10% and less in the fourth position which is 12.92%, with the general conclusion that the Academic Advisor services (PA ), academic services and library services at PGSD are included in the good (B) category.
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Vella, F. "Advisor, teacher, role model, friend. On being a mentor to students in science and engineering." Biochemical Education 26, no. 1 (1998): 90. http://dx.doi.org/10.1016/s0307-4412(98)00044-2.
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Fiske, P. "Advisor, teacher, role model, friend: on being a mentor to students in science and engineering." Eos, Transactions American Geophysical Union 79, no. 4 (1998): 48. http://dx.doi.org/10.1029/98eo00034.
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Kaliszewska, Małgorzata. "DETERMINANTS AND DILEMMAS IMPACTING THE COOPERATION OF FAMILY AND SCHOOL IN CONVEYING COMMUNITY VALUES FROM THE PERSPECTIVE OF THE LITERARY OUTPUT OF TERESA ŚLIWIŃSKA, A TEACHER FROM POZNAŃ. BIOGRAPHICAL RESEARCH." Zeszyty Naukowe Wyższej Szkoły Humanitas w Sosnowcu. Pedagogika 20 (June 10, 2019): 295–307. http://dx.doi.org/10.5604/01.3001.0013.2314.
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Researching biography does not only mean exploring the course and trajectory of human life but also understanding people’s life projects, see goals that have been achieved or abandoned and the legacy if there remains any. The article presents one of the areas of pedagogical activity of Teresa Śliwińska: a teacher, headmistress, methodological advisor and community activist, which is a concern for building a school community. The subject of our paper in view of T. Śliwiśka’s literary output is the selected examples on passing on community (collective) values to students, such as religious, family and patriotic values by teachers and parents together. We have not only analyzed values themselves, but also the conditions and dilemmas accompanying the process of passing on the values and the cooperation of the school and home environments.
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Musina, Dariya S. "Collaborative environment as a favorable condition for the formation of professional teacher’s competence of additional education." Social And Political Researches 1, no. 10 (2021): 124–33. http://dx.doi.org/10.20323/2658-428x-2021-1-10-124-133.
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The urgency of the problem of creating favorable environmental conditions for the formation of professional competence of teachers is due to the need of the developing society of modern Kyrgyzstan for educated, moral, enterprising people who can independently make responsible decisions, be mobile, dynamic, constructive specialists, and have a developed sense of responsibility for the fate of the country. The quality of education, including additional education, guarantees the competitiveness of the state. The purpose of this article is to present the results of the study of the role of the collaborative environment in the formation of professional competence of teachers of additional education. On the example of the activity of the republican educational and methodological center of aesthetic education “Balazhan”, it is shown how the introduction of the basics of collaboration in the pedagogical process contributes to the formation of the professional competence of the teacher of additional education. The author on the basis of a large-scale study, which was attended by four hundred ninety-seven children and twenty-five teachers of additional education, presented as formed the professional competence enable the teacher to create in the educational process of effective collaborative environment conducive to the intellectual and creative potential of students; allow to understand, appreciate their work, to understand their role as a helper, Advisor, mentor. The article reveals how the creation of the collaborative environment, the activity of the teacher of additional education for its formation and development, the interaction of the teacher with the social partners, as members of a holistic educational process and the features of the collaborative environment to work with children contribute to the formation of professional competence of the teacher of additional education. The author emphasizes that a pedagogically well-organized collaborative educational environment in the conditions of extracurricular additional education is one of the effective mechanisms for the formation of a socially successful personality
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KOSBA, ESSAM M., VANIA G. DIMITROVA, and ROGER D. BOYLE. "USING FUZZY TECHNIQUES TO MODEL STUDENTS IN WEB-BASED LEARNING ENVIRONMENTS." International Journal on Artificial Intelligence Tools 13, no. 02 (2004): 279–97. http://dx.doi.org/10.1142/s0218213004001557.
Full textAbstract:
The paper illustrates how fuzzy techniques can be applied to address problems experienced in widespread computing systems for distance learning. Many educational organizations use Web Course Management Systems (WCMS) to run distance courses. In such environments, facilitators often face difficulties in monitoring and understanding problems experienced by distance learners. An approach is proposed here where artificial advisors are built to offer distance-learning facilitators informed advice of what the problems/needs of individuals and groups may be, as well as to suggest appropriate actions when possible. We have developed the TADV (Teacher ADVisor) framework, which builds student, group, and class models based on the tracking information generated by WCMS, and uses these models to generate advice to the course instructors. This paper introduces TADV and describes the fuzzy approach used for extracting individual, group and class models. TADV is currently exemplified in a Discrete Mathematics course run at the Arab Academy for Science and Technology and Maritime Transport, Alexandria, Egypt.
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Seat, Karen K. "Creating Our Better Selves: The Fruits of Katie Cannon’s Womanist Pedagogy." Wabash Center Journal on Teaching 1, no. 1 (2020): 93–95. http://dx.doi.org/10.31046/wabashcenter.v1i1.1586.
Full textAbstract:
Katie Geneva Cannon equipped generations of students with analytical tools to reckon with the past and present and to creatively construct previously unimaginable futures. Her body of work teaches us to find new paths as we critically plumb our own historically situated epistemologies and put them in conversation with a variety of traditions. As my teacher, dissertation advisor, and mentor during my graduate studies in religion at Temple University from 1993-2000, Dr. Cannon taught me to examine rigorously my own story in its larger historical and geopolitical contexts, to parse the privileges and perils of pursuing the academic study of religion as a white woman, and to engage deeply with multitudinous ways of knowing. See companion contributions to this Forum written by Edwin David Aponte, Miguel A. De La Torre, Stacey M. Floyd-Thomas, and Angela D. Sims.
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Seat, Karen K. "Creating Our Better Selves: The Fruits of Katie Cannon’s Womanist Pedagogy." Wabash Center Journal on Teaching 1, no. 1 (2020): 93–95. http://dx.doi.org/10.31046/wabashjournal.v1i1.1586.
Full textAbstract:
Katie Geneva Cannon equipped generations of students with analytical tools to reckon with the past and present and to creatively construct previously unimaginable futures. Her body of work teaches us to find new paths as we critically plumb our own historically situated epistemologies and put them in conversation with a variety of traditions. As my teacher, dissertation advisor, and mentor during my graduate studies in religion at Temple University from 1993-2000, Dr. Cannon taught me to examine rigorously my own story in its larger historical and geopolitical contexts, to parse the privileges and perils of pursuing the academic study of religion as a white woman, and to engage deeply with multitudinous ways of knowing. See companion contributions to this Forum written by Edwin David Aponte, Miguel A. De La Torre, Stacey M. Floyd-Thomas, and Angela D. Sims.
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Adamu, Martha Maigari, and Dr Muhammad Adam. "School Internal Organisation as a Correlate of Teachers’ Attrition and Retention in Bauchi Metropolis Secondary Schools, Nigerian." Advances in Social Sciences Research Journal 8, no. 6 (2021): 389–97. http://dx.doi.org/10.14738/assrj.86.10382.
Full textAbstract:
This paper studied school internal organisation as a correlate of teachers’ attrition and retention in Bauchi metropolis secondary schools. To determine the extent to which compensation and benefits as relates to teachers’ attrition and retention is among the objectives of the study. Correlational research design was adopted. The population of the study consisted of all teachers’ of public secondary schools in Bauchi State. A sample of 50 was selected using table for determining sample size by research Advisor. The simple random sampling technique was employed in selecting the sample. A questionnaire was adapted from modified MetLife Survey of the American Teacher instrument from 2006 and UNESCO (2014), titled “Determinants of Teachers Attrition and Retention (DETAREQ)”. The validity of the instrument was ascertained. A reliability of .71 obtained using Cronbach Alpha. A multiple regression was used to analyzed data obtained. The results showed that Compensation and benefit has positive relationship with Teachers attrition and retention to a large extent. Therefore, Refresher courses /Training, Seminars /workshops should be organized by the Ministry of Education to sensitize and educate teachers to change their mentality and provide them other benefits to attract and keep them in the profession, were recommendations made among others.
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Sunardi and Khairul Fatihin. "Pola Interaksi Guru Dengan Peserta Didik Perspektif Alquran Surah Luqman Ayat 12 - 19." Jurnal Pendidikan Islam 5, no. 2 (2019): 201–14. http://dx.doi.org/10.37286/ojs.v5i2.57.
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Abstract: Digging and studying more intensely what is contained in the
 Koran, then we will
 find various kinds of messages related to education, one of
 which is an interesting story about the process of educational interaction and
 learning between father and son. In this story, if we look at the philosophical
 meaning, we will find several concept
 s, patterns or models of education. In the
 Koran, Luqman verses
 12
 -
 19
 . Describe the story of how God rewards the figure of
 the father by perpetuating his name as the name of the Qur'anic story because of
 his diligent efforts to provide education and learni
 ng to his children with noble
 lessons. The focus that will be examined in this study is the pattern of teacher
 interaction with students from the perspective of the Qur'an Surah Luqman verses
 12
 -
 19
 . This research is a research library research, which is co
 llecting theoretical
 data as a scientific presentation carried out by selecting literature related to
 research. Technical analysis of data uses content analysis, analyzes critically the
 relevant data. This research concludes that the Pattern of Teacher Int
 eraction with
 Students Perspective of Surah Luqman Alquran Verses
 12
 -
 19
 , the author can draw
 conclusions that: a. the teacher's role in learning is the teacher as an educator,
 the teacher as a guide, and the teacher as an advisor. b. the values
 of educat
 ion
 are the education of faith (faith), religious education, and moral education, c.
 teacher interaction patterns with students used are one
 -
 way relationship patterns.
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Nowak, Małgorzata. "Career counselling in the sustainable development trend on the example of secondary schools in one of the Polish cities." International Journal of Pedagogy, Innovation and New Technologies 7, no. 2 (2020): 69–77. http://dx.doi.org/10.5604/01.3001.0014.6874.
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The article presents the theoretical aspects of sustainable development and career counselling. It also describes the expectations of young people and teachers towards career counselling, understood as a new strategy of joint efforts to create a good and safe future for the residents in which they have the certainty of finding decent jobs. The changes taking place in the modern world make the ways the young people were supported thus far insufficient. Therefore, the author of this article undertook research aimed at determining what models of career counselling are preferred by young people and the teachers who work as career counsellors in schools, how students perceive the attractiveness of vocational schools, and how the teachers assess the adaptation of the vocational education system to the requirements of the local labour market. Author's own questionnaires were used. Diagnostic surveys were conducted among the participants of the project Vocational education in schools as a springboard to sustainable development of staff on the Legionowo’s labour market. The questionnaires were completed by 221 students and 13 teachers. Studies have shown that while 64% of students do not have a good opinion about the offer of vocational schools in Legionowo, 65% of those surveyed do not rule out working in the city. It was found that most of the surveyed teachers rate the adaptation of the vocational education system in the Legionowo's county to the a) requirements of the local labour market and b) the interest of students in career counselling as good. The study revealed two career counselling models preferred by the teachers: 1) a model of counselling carried out during hours available to the class teacher and during workshops with a career advisor and 2) a model in the framework of cooperation with the labour market. Both models coincide with youth-preferred forms of vocational counselling classes: 63% of students chose meetings with a career advisor, 40% of respondents mentioned visits to workplaces, Career offices, the Employment Bureau, 35% indicated participation in job fairs.
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Ostinelli, Giorgio. "Il ruolo della motivazione e della comprensione nello sviluppo della professionalitŕ degli insegnanti." EDUCATIONAL REFLECTIVE PRACTICES, no. 1 (June 2012): 118–39. http://dx.doi.org/10.3280/erp2012-001008.
Full textAbstract:
This paper depicts the different paths followed by two teachers in the development of their professionalism, through their participation to a pilot group experimenting a fairly innovative teaching approach, inspired to Wiggins & McTighe's "Understanding by design (UbD)" methodology (Wiggins & McTighe, 1998; McTighe & Wiggins, 1999; Wiggins & McTighe, 2007). UbD is a constructivist way to organize teaching, involving significant changes to usual teaching practices. The project is part of a wider school improvement strategy actually taking place in a group of Swiss vocational schools (Ostinelli, 2007, 2008a), whereby teachers are supported by some School Improvement Advisor/researchers (SIA). The SIA can be roughly described as a figure being at the same time an advisor, a researcher and a critical friend. The key idea is, after the creation of some pilot groups, to "aggregate" other teachers and to disseminate the experience to other schools: the present article deals with the first, embryonic stage. In today's world, is quite important for teachers not only to accompany, but also to be able to prevent the change taking place inside schools; in this context, an evolution in their teaching practices is decisive. UbD can be a good path to follow in this journey, but, like various innovations, can be also difficult, either for the teacher and the SIA. This article will try to explain why one of the teachers assimilated the new methodology, improving his professionalism, while the other didn't. Why and how, in some circumstances, a lack of understanding of the situa- tion experienced can drive to negative consequences to the development of innovative teaching skills? Which is the role of motivation in this context? In order to try to give some answers to these questions, both teachers were firstly interviewed, and then a motivational test was administered to them. The collected informations proved useful for a better understanding of the dynamics underlying the described experience.
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I Made Sutika, I. Nengah Sudiarta, and Anita Putri Irmawati. "STRATEGI GURU DALAM PENINGKATAN KEMAMPUAN BERKOMUNIKASI DI KALANGAN ANAK." Widya Accarya 11, no. 2 (2020): 178–87. http://dx.doi.org/10.46650/wa.11.2.944.178-187.
Full textAbstract:
ABSTRAK
 Kemampuan berkomunikasi pada anak dipengaruhi oleh berbagai faktor, salah satunya adalah dari keluarga dan lingkungan sekitarnyanya. Pada usia 4-6 tahun anak memasuki masa emas karena anak cepat menyerap hal-hal diajarkan,di usia tersebut anak memasuki jenjang taman kanak-kanak yaitu jenjang pendidikan formal yang dilakukan dengan memberi materi-materi khusus anak usia dini yang berupa rangsangan untuk membantu pertumbuhan dan perkembangan anak serta meningkatkan daya cipta anak dan memacu belajar mengenal berbagai ilmu pengetahuan melalui pendekatan nilai budi bahasa, agama, sosial, emosional, fisik, motorik, kognitif, bahasa, seni dan kemandirian. Semua dirancang sebagai upaya mengembangkan daya pikir dan peranan anak dalam hidupnya. Oleh karena itu, penting dilakukan penelitian untuk mengetahui strategi yang diterapkan guru taman kanak-kanak serta mengetahui hambatan apa saja yang ditemui guru selama proses pembelajaran.
 Dalam penelitian yang berjudul “Strategi Guru Dalam Meningkatkan Kemampuan Berkomunikasi Dikalangan Anak Usia Dini (Studi Di Taman Kanak-Kanak.Bakti 2 Denpasar)” ini, menggunakan pendekatan kualitatif dan rancangan deskriptif. Subjek penelitian adalah para Guru di Taman Kanak-Kanak. Bakti 2 Denpasar. Pengumpulan data menggunakan teknik observasi, wawancara dan dokumentasi. Data yang dikumpulkan dianalisis dengan teknik deskriptif kualitatif.
 Berdasarkan hasil penelitian bahwa guru dapat memahami karakter anak memperhatikan kebiasaan sehari-hari, sehingga guru dapat mengetahui apa yang harus dilakukan yang sesuai karakter anak tersebut. Guru juga menerapkan cara-cara yang dapat meningkatkan kemampuan komunikasi siswa yaitu dengan melakukan tanya jawab, bercerita, karya wisata, bermain peran/sosiodrama, bercakap-cakap juga bernyanyi. Guru juga harus mempunyai sifat ramah, sabar, serta mempunyai tutur kata yang baik agar siswa dapat mengerti dan menerima berbagai materi yang diajarkan dengan baik. Selain metode diatas guru menggunakan alat peraga sebagai penunjang saat proses pembelajaran. Adapun hambatan yang sering ditemui oleh guru adalah pelafalan yang belum jelas, siswa belum mengerti isi pembicaraan sehingga upaya guru untuk meningkatkan kemampuan berkomunikasi menjadi sedikit terhambat.
 
 
 Kata kunci : Strategi Guru, Kemampuan Berkomunikasi, Anak Usia Dini
 
 
 
 ABSTRACT
 
 Minithesis, 2018, Anita Putri Irmawati, Student ID Number 013.301.0.023, Strategy of Teacher in Improving Communication Ability among Children (Case Study in Bakti 2 Kindergarten Denpasar), 60 pages, Advisor I Drs. I Wayan Kotaniartha, S.H., M.H., Advisor II Dra. Anak Agung Rai Tirtawati, M.Si.
 The ability to communicate in children is influenced by various factors; one of it is from the family and the environment. At the age of 4-6 years old, the children enter the golden age because children quickly absorb things that are taught. At that age children enter kindergarten, which is a formal educational level in which special materials relating to early childhood are given in the form of stimulation, to help the growth and development of children, increase children's creativity, and help them to learn about various sciences through approaches to language, religion, society, emotions, the physical world, motor functions, cognition, language, arts and independence. All are designed as an effort to develop children's thinking and their roles. Therefore, it is important to conduct research to find out the strategies applied by kindergarten teachers and find out what obstacles teachers encounter during the teaching and learning process.
 In a study entitled "Strategy of Teacher in Improving Communication Ability among Children (Case Study in Bakti 2 Kindergarten Denpasar)", using a qualitative approach and descriptive design. The research subjects were the teachers in Bakti 2 Kindergarten Denpasar. Data collection was done through observation, interview and documentation techniques. The collected data was analyzed with qualitative descriptive techniques.
 The results of the study indicate that the teacher can recognize the characters of students by paying attention to their daily habits, so that the teacher can find a course of action according to the character of the student. The teacher also implements some methods that can improve students' communication skills, namely by asking questions, telling stories, tourism work, role playing / socio drama, chatting and singing. The teacher must also be friendly, patient, and choose appropriate words so that students can understand and accept various well-taught material. In addition to the method above the teacher uses teaching aids as supports during the teaching and learning process. The obstacle that is often encountered by the teacher is pronunciation that is not yet clear, students have not understood the content of the conversation so that the teacher's efforts to improve their communication skills become a little hampered.
 
 Keywords: Teacher Strategy, Communication Ability, Early Childhood
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Meškauskienė, Asta. "The Influence of Educational Teacher- Learner Interaction on Adolescent Self-esteem." Pedagogika 126, no. 2 (2017): 115–29. http://dx.doi.org/10.15823/p.2017.23.
Full textAbstract:
The teacher-learner interaction, which is of relevance to the contemporary learning paradigm, is grounded on goodwill, mutual respect as well as trust and enables a learner to become autonomous, proactive and responsible. The essence of the teacher’s activity can be determined in the following way: it is most important to focus on maturity of learners’ personality, development of their intellectual powers, their own active and conscious learning providing all the support necessary for learners to enable them to develop competences that are relevant in life. Next to such competences to be developed as learning to learn, communication and creativity, a particular role is played by personal competence, which targets at education and development of an individual, who is dignified, self-respected and able to adequately self-evaluate. There is a transition from the teacher’s role as the head of the process of education to those as a learning organiser, opportunity creator and advisor, when the development of learner’s autonomy, independence and responsibility become underlying values of education. Following educational researchers, there exists a close link between the learner’s self-esteem and autonomy and the freedom of choice provided by teachers. The teacher’s respect for learners, his/her attention, encouragement and positive expectations contribute to the strengthening of learner’s self-confidence and self-esteem.
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McClellan, Jeffrey L. "The Advisor as Servant: The Theoretical and Philosophical Relevance of Servant Leadership to Academic Advising." NACADA Journal 27, no. 2 (2007): 41–49. http://dx.doi.org/10.12930/0271-9517-27.2.41.
Full textAbstract:
In 1979, Robert Greenleaf published Teacher as Servant. This novel actively portrays Greenleaf's concept of servant leadership by describing the extracurricular work of a university professor. Consequently, some scholars have demonstrated the relevance of servant leadership to classroom instruction (Powers & Moore, 2005). However, it was not as an instructor, but as an advisor that the fictional Mr. Billings engaged in servant leadership and deeply transformed his students' lives. By explaining the philosophy and practice of servant leadership, I demonstrate how it can contribute to the theory and practice of academic advising. The characteristics of servant leadership are discussed as a theoretical-philosophical construct relevant to academic advisement. Relative Emphasis: theory, practice, research
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Yusuf, Fazri Nur, Utami Widiati, and Teguh Sulistyo. "MULTIMODAL FEEDBACK PROVISION IN IMPROVING PRE-SERVICE TEACHERS’ COMPETENCE." Indonesian Journal of Applied Linguistics 7, no. 2 (2017): 1. http://dx.doi.org/10.17509/ijal.v7i2.8126.
Full textAbstract:
Studies on potentials of feedback over English language teaching seem not to have not been well-revealed, including studies on the use of feedback to improve English pre-service teachers’ competence. The present study investigates to what extent a multimodal feedback can influence pre-service teachers’ teaching, and which teaching aspects are influenced. Twenty five pre-service teachers taking Microteaching Course served as respondents supervised by a course advisor. The data were collected by teacher observation in a rating-scale form, self-appraisal, and interviews. The data were analyzed by using correlated sample t-test and the eight teaching components proposed by Brown (2001). The results showed that after multimodal feedback provision, pre-service teachers indicated an improvement significantly in seven out of eight teaching aspects. The provision of multimodal feedback could improve their teaching competence on preparation, instructional objective elicitation, mastery of instructional materials, use of media, and classroom management, including classroom language. But, the results do not indicate that they perform well on reflection and follow-up due to some reasons. In addition, the results evince that multimodal feedback provision could improve pre-service teachers’ pedagogical competence when the multimodal feedback is integrated with content, interpersonal relationship, and management.
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Tapia-Rangel, Edith, Tomas Bautista Godinez, Ricardo Arroyo-Mendoza, and Jorge Leon Martinez. "The Name of the Rose: An Enigmatic Relationship between Tacit and Explicit Knowledge to Innovate the Production Process of Educational Resources." EDEN Conference Proceedings, no. 1 (June 22, 2020): 226–34. http://dx.doi.org/10.38069/edenconf-2020-ac0021.
Full textAbstract:
The objective of this conference consists of presenting a humanistic process for developing support units for knowledge (UAPA: Unidades de Apoyo para el Aprendizaje). Currently, National Autonomous University of Mexico (UNAM), has a production process of these already mentioned educational resources. Based on the results of a series of profound interviews where educational coordinators mediated by technology. We identify this phenomenon as The Name of the Rose. This phenomenon is associated with social relationships between subjects and in particular between the teacher and the pedagogical advisor. This has let us define the theoretical-conceptual basis to outline this process of humanistic production.
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Čiužas, Renaldas. "The Importance of Teacher Competencies to the Formation of Students National Identity." Pedagogika 109, no. 1 (2013): 27–32. http://dx.doi.org/10.15823/p.2013.1830.
Full textAbstract:
Over the past few years the education community in Lithuania often discusses the issues concerning the education and formation of national identity of younger generation. Interest in this topic is based on facts that emigration of younger generation in Lithuania is not decreasing, that school-age children and youth feel lack of ethnic self-consciousness and national identity. Assumption that teachers play the important role in the formation of national identity for children and young people isn’t excluded.
 Personal identity as self sensation begins to form in early childhood. In this process the important role performs first of all parents, then other family members and later the school.
 National identity are formed continuously. The societies openness to other cultures, increase of individuals and nations international relations, lifestyle influenced by globalization, wish to learn about other cultures raise new requirements for education process in schools where national identity has important role in the teaching paradigm [2]. It is expected that schools provide not only knowledge and skills necessary for life in knowledge society, but also develop students‘ tolerance for other cultures and help them become aware of the meaning of his national cultural.
 As observed by L. Duoblienė (2009), educational theorists during discussions how to change the educational process under the new circumstances proposes first of all to strengthen students media literacy as well as intercultural education that teach younger generation to resist the influence of ideologies and unconscious misrepresentations, change youth provisions. The teacher’s role in this process becomes significant.
 The purpose of this article is to reveal the importance of teacher competence to the formation of students national identity.
 The object of this article – teacher competence.
 The scientific literature analysis was used in this article.
 The article consists of two parts: the first part analyses the complexity of the concept of teacher competence, and the second part analyses the teacher competence Framework and it’s importance to the formation of students national identity. After reviewing of scientific literature the following conclusions are formulated:
 The teacher in modern school play in their daily activities not only the role of traditional teacher by giving new knowledge for students. Today teacher is a consultant, an advisor, elder friend, a researcher and so on. It is difficult to list all roles of today teacher. But teachers‘ knowledge, skills, personal qualities and values affects not only students learning motivation and achievement, but also formation of their national identity.
 Teacher competencies can be categorized into the three groups: general competencies, professional competencies and special competencies. The competency framework allow for teacher to become professional in particular teaching subject or sphere, enables him to organize the educational process and feel comfortable in a professional environment.
 To help the teacher to know and be able to help students to form their national identity is very important teachers‘ common-cultural competence. The teacher need to be characterized by ethnic, racial and religious tolerance, to have knowledge about civil liberties, human rights and obligations, and be able to ensure it within its capabilities.
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Andrushchenko, V. P. "Life in the epoch of changes: realities and prospects. School Principal's Outlook Potential." All Ukrainian scientific-practical magazine Principal of School Liceum Gymnasium, no. 1 (2020): 18–23. http://dx.doi.org/10.37836/2309-7744-2020-1-1.
Full textAbstract:
The academic and social experience accumulated over the years and decades of our society’s activity demonstrates the unique role of the headmaster as the first and principal organizer of the educational process, the teacher of the student youth, the parents and all employees of the institution. And that’s understandable. The headmaster is a person who the whole team is based on, who they follow and whose activity, as a tuning fork, sets the tone of the work of the whole school. He is not only the organizer of the educational process or the head of the business, but also the first teacher-advisor of the team. He is fully responsible for the state of work of the school as a whole, and most importantly – for the civic, spiritual, moral, patriotic charge with which teachers approach their pupils, and they, in turn, assimilate it and go into the world as independent and creative personalities. It is he who – confident, convinced, creative – conveys to the team his own worldview potential, accumulated in his time during his university studies, as well as in the process of gaining practical academic and civic experience. Therefore, it is quite understandable the need for a high ideological training of the director, the formation and constant updating of his political, spiritual, moral, aesthetic, etc. culture in general.
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Jamilah, Yumn, Sukardi Sukardi, Elfi Tasrif, Fadly Nendra, and Elsa Firdianis. "Evaluation Program of Work Practice in Industrial Vocational High School (Seen From Respondents Teacher Supervisor)." International Journal of Educational Dynamics 2, no. 1 (2020): 180–87. http://dx.doi.org/10.24036/ijeds.v2i1.244.
Full textAbstract:
This study aimed to describe the context, input, process, product industry work practices program at SMK Negeri 1 Lintau. This research is CIPP evaluation model. The methodology used is the method of combination (Mixed Methods) design verification sequence (Sequential Explanatory). The research was conducted at SMK Negeri 1 Lintau. The informants are the principal, chairman prakerin, tutor, mentor and student industry. The technique of collecting data through observation, questionnaires, and interviews. Based on data analysis found that the level of achievement prakerin program from the aspects of respondents Teacher Advisor to the variable context prakerin program at SMK Negeri 1 Lintau amounted to 83.77% in both categories. Input variables prakerin program at SMK Negeri 1 Lintau for 82,23% in both categories. Variable process prakerin program at SMK Negeri 1 Lintau amounted to 79.40% with enough.Variabel product category prakerin program at SMK Negeri 1 Lintau amounted to 80.75%.
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Adri, Adriana, and Acep Haryudin. "THE USE OF CIRC TO IMPROVE STUDENT’S READING ABILITY." PROJECT (Professional Journal of English Education) 2, no. 3 (2019): 345. http://dx.doi.org/10.22460/project.v2i3.p345-351.
Full textAbstract:
The purpose of research was to find whether the learning model of the CIRC based on student learning was effective in improving reading ability in English learner. This activity aims to get experience in learning process and education activities that is used as a provision to become a candidate for educator. Researcher need to be able to have values, attitudes, knowledge and the skills needed as an english teacher. Research activities starts from observation to implementation in learning process in class and activity carried out after doing consultation with the teacher supervisor first and also guidance with the Lecturer Field Advisor. In teaching process the writer found in class that students need to improve their reading ability. That's why the writer use the titte in this journal is The Use Of Circ To Improve Student's Reading Ability. CIRC is Cooperative Integrated Reading and Composition. Implementation of this research was carried out in the class XI Manajemen Pemasaran SMK YPKKP Bandung.
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Kunkel, Joseph A. "TRUMAN DAVID WOOD." PS: Political Science & Politics 43, no. 03 (2010): 593. http://dx.doi.org/10.1017/s1049096510000880.
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Truman David Wood graduated from Delevan (Minnesota) High School in 1950. He earned his bachelor's degree in political science from Mankato State Teachers' College (later Minnesota State University, Mankato). He worked as a teacher in several high schools in Iowa and Minnesota. He earned a master's and Ph.D. from the University of Iowa. He was a professor in the political science/law enforcement department of Mankato State University (now known as Minnesota State University, Mankato) from 1961 to 1991. He taught a variety of courses, but primarily focused on American political thought. Wood demonstrated great care for his students and understood quality teaching and careful advising to be the top priorities of his academic career. He was a leader in his department and the university for many years. He was particularly active in community service. He was a member of the Mankato Housing and Redevelopment Authority, the Mankato Planning Commission for 22 years, and chair of his church administrative council for 14 years. He frequently served as a public speaker for high school commencements and service clubs, and as an election analyst. He was active in Republican party politics until the 1980s, serving as a delegate to the National Convention in 1964. When he retired, he and his wife Reta established the Wood Scholarship for political science majors who demonstrate a record of community involvement and academic excellence. Truman Wood was an inspiring teacher, a caring advisor, and a model citizen. He shaped and touched many lives.
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Martignetti, Frank, and Joshua M. Brewster. "Finding our way: The experiences of a rapper and his advisor in a bachelor of music programme." Journal of Popular Music Education 4, no. 1 (2020): 61–79. http://dx.doi.org/10.1386/jpme_00014_1.
Full textAbstract:
Aspiring popular musicians, particularly rappers, often feel unwelcome in tertiary music study. While hip hop has entered the academy through other fields, it is still mostly absent from music departments. In 2014, a rapper began studies in a small, open Bachelor of Music programme that had no coursework or specialists in this area. His course of study ultimately looked somewhat similar to other students’ but also included a blend of coursework in music technology, poetry, literature, communications and business. This action research study examines the student’s experience and perspectives as he prepared to graduate in May 2018, as well as the researcher’s experience and perspectives as his advisor and teacher. It is hoped that this study will enable institutions to better serve future such students.