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Academic literature on the topic 'Teacher as authors'
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Journal articles on the topic "Teacher as authors"
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Hu, Bi Ying, Yuanhua Li, Chuang Wang, Barry Lee Reynolds, and Shuang Wang. "The relation between school climate and preschool teacher stress." Journal of Educational Administration 57, no. 6 (2019): 748–67. http://dx.doi.org/10.1108/jea-08-2018-0146.
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Purpose The purpose of this paper is to examine the relationship between school climate and teacher stress. Specifically, the authors construct two parsimonious models to test two main hypotheses. First, whether preschool collegial leadership predicts teachers’ job stress through the mediating role of teacher self-efficacy; second, whether teacher professionalism influences teachers’ perceptions of occupational stress through the mediating role of teacher self-efficacy. Design/methodology/approach The authors conceptualized the mediating role of teacher efficacy as an important mechanism that can help to explain the effect of school climate on teacher stress. School climate consisted of two dimensions: principal collegial leadership and professionalism. Therefore, the authors constructed and examined two mediation models by using Bootstrapping mediation modeling: first, preschool teacher self-efficacy as a mediator between preschool collegial leadership and teacher stress; second, preschool teacher self-efficacy as a mediator between preschool teacher professionalism and teacher stress. Findings Results from two mediation analyses showed that principal collegial leadership exerts a significant negative effect on preschool teachers’ stress through the mediating role of teacher self-efficacy. Moreover, professionalism was also a significant predictor of preschool teachers’ stress through the mediating role of teacher self-efficacy. Research limitations/implications This study contributes to the literature in terms of understanding the mechanism of how school climate helps to reduce teacher stress. First, the authors found that teachers’ individual well-being can be efficiently enhanced through a more collegial leadership. Second, the preschool leadership teams can create a supportive climate to reduce teachers’ stress by improving teachers’ professionalism. Originality/value This study offers a new perspective about understanding the internal and external mechanism of teacher stress. The authors discussed the results in light of the recent push by the Chinese Government to teacher quality improvement in early childhood education. The authors argued for prioritizing support for building a supportive school climate for teachers.
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Mayorga, Edwin, and Bree Picower. "Active Solidarity: Centering the Demands and Vision of the Black Lives Matter Movement in Teacher Education." Urban Education 53, no. 2 (2017): 212–30. http://dx.doi.org/10.1177/0042085917747117.
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In the era of Black Lives Matter (#BLM), urban teacher education does not exist in isolation. The White supremacist, neoliberal context that impacts all aspects of Black lives also serves to support antiblackness within the structures of teacher education. In this article, the authors, who are grounded in a race radical analytical and political framework, share a vision of what it means to be an urban teacher who actively understands and teaches in solidarity with #BLM. The authors unpack their theoretical framework and the vision of #BLM while examining the state of teacher education in this era of neoliberal multiculturalism. The authors contemplate what a race radical, #BLM-aligned, approach to urban teacher education might look like. The article concludes by addressing ways that teacher educators must be in active solidarity with the #BLM movement to better prepare teachers who understand that the lives of their students matter within and outside of their classrooms.
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Samaranayake, Geethamali, Kirthi Premadasa, Rajee Amarasinghe, and Khyam Paneru. "Teacher change through Lesson Study collaboration." International Journal for Lesson and Learning Studies 7, no. 4 (2018): 263–76. http://dx.doi.org/10.1108/ijlls-12-2017-0055.
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Purpose The purpose of this paper is to measure teacher change in attitudes and beliefs among college teachers and school teachers who participated in Lesson Study projects. The authors investigate the answers to the question “Does the collective design of a single lesson contribute to noteworthy and lasting teacher change and student achievement?” Design/methodology/approach The authors surveyed a group of college and school teachers on several aspects central to the Lesson Study mission. The authors performed a formal statistical analysis of the survey results. The authors also utilized the analysis of student performance data of the same group of schoolteachers. These teachers come from a school district in the western USA and conducted Lesson Study as professional development. Findings The findings show significant and lasting change in attitudes and beliefs of teachers as a result of their Lesson Study experience. In addition, evidence suggests a strong connection between collaboration and teacher change. The authors also present evidence of the noteworthy influence that teachers who participated in Lesson Study had on a historically under-performing student population. Practical implications The findings show evidence of lasting and beneficial effects of teacher collaboration. The authors believe that our research is appealing to a vast audience and should inspire teachers toward collaboration. Originality/value The study contributes to the growing body of research on professional development of teachers by demonstrating the positive effects of Lesson Study on teachers in both college and school environments.
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Parry *, John. "Pupil authors and teacher innovators." European Journal of Teacher Education 27, no. 1 (2004): 83–98. http://dx.doi.org/10.1080/0261976042000211810.
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Prewett, Sara L., David A. Bergin, and Francis L. Huang. "Student and teacher perceptions on student-teacher relationship quality: A middle school perspective." School Psychology International 40, no. 1 (2018): 66–87. http://dx.doi.org/10.1177/0143034318807743.
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This study investigated 336 fifth- and sixth-grade middle school students' relationships with their ten mathematics teachers. Authors used a five-step hierarchical multiple linear regression to examine teacher and student factors related to students' quality of relationships with their teachers. Analyses revealed that teachers' student relationship perceptions positively predicted their students' perceptions and the students' reports of their mathematics interest and self-efficacy positively predicted teacher relationships. Teachers' prosocial classroom behavior and social-emotional support behaviors were the strongest predictors of students' views of high quality relationships with their teachers; both prosocial classroom behaviors and social-emotional support are malleable, and authors discuss implications for how teachers' behaviors shape students' positive views of their student-teacher relationships.
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Gaches, Sonya, and Shelina Walli. "‘My mom says you’re not really a teacher’: Rhizomatic explorations of ever-shifting student teacher identities and experiences." Contemporary Issues in Early Childhood 19, no. 2 (2018): 131–41. http://dx.doi.org/10.1177/1463949118778020.
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Current teacher preparation programmes in the USA are required to report to state agencies on how their students are attaining professional preparation standards in order to fully become named as a ‘teacher’. As teacher educators immersed in these neo-liberal policies and expectations, the authors sought a way for their students to work through these expectations by having them write personal narratives of their experiences in university courses and early childhood practicums. The authors found the results from their initial analysis troubling and sought further meaning from the students’ and other texts. Only when the authors returned to literature that was closer to their own feminist, post-structural core did they find some (un)comfort. They had become distracted by institutionalized, modernist and neo-liberal notions of linear teacher development. They had nearly overlooked the majority of their data illustrating student teachers’ often clandestine classroom experiences, leading to a non-linear ‘messiness’ of constantly shifting, vacillating, variable and ever-flowing multiple identity enactments in the narratives. Drawing on student teachers’ narratives in order to challenge and rupture the neo-liberal truth(s) of linear teacher development, the authors argue that teachers’ identities are not built on the dissemination of discrete knowledges and specified skills and dispositions articulated in standards, but rather are under ever-evolving, messy, multifaceted, multilayered construction through their experiences with children, families and fellow teachers. Finally, the authors explore possible implications for teacher educators and teacher education.
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Cheung, Rebecca, Thomas Reinhardt, Elisa Stone, and Judith Warren Little. "Defining teacher leadership." Phi Delta Kappan 100, no. 3 (2018): 38–44. http://dx.doi.org/10.1177/0031721718808263.
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Teacher leadership is widely thought to be critical to the success of local school improvement efforts. But it’s often unclear what teacher leadership entails, precisely. Supported by district-level staff, and with assistance from a university-based research team (the authors of this article), a group of science teacher leaders created a conceptual framework to guide their work. Teacher leadership, they concluded, involves four main activities: collaborating with teachers, modeling effective instruction, providing resources, and advocating on teachers’ behalf.
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�����������, V. Zhurakovskaya, ������, Galina Meychik, �����, and A. Karma. "The Structure of the Professional Competence of the Teacher." Standards and Monitoring in Education 3, no. 5 (2015): 42–54. http://dx.doi.org/10.12737/14341.
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The article has a substantiation of an urgency to solve the problem associated with the defi nition of the structure of professional competence of teachers.
 This structure is represented by species competencies. The problem was determined by the needs of the teacher training system of teachers in the knowledge
 of these competencies. This requirement is related with the design of additional vocational training programs of teachers. The authors off er an
 analysis of psychological and educational literature disclosing the problem of determining the structure of professional competence of teachers of secondary
 schools and the structure of professional competence of future teachers (students). An analysis of the scientifi c literature shows that in modern
 pedagogical science is not developed a unifi ed structure of professional competence of the teacher. The authors off er an original solution to the problem
 of determining the structure of professional competence of teachers from the position active approach, which is based on the basis of the structure of
 pedagogical activity of the teacher (V.A. Slastenin, N.V. Kuzmin, A.I. Shcherbakov). The authors have developed and proposed a "list" of professional
 competencies of teachers of basic and secondary education. The authors point out that the �list� of professional competence of the teacher of primary
 education, pre-school education can be represented in a similar way. Issues that need to be further resolution, were identifi ed by the authors.
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Van Maele, Dimitri, and Mieke Van Houtte. "Trust in school: a pathway to inhibit teacher burnout?" Journal of Educational Administration 53, no. 1 (2015): 93–115. http://dx.doi.org/10.1108/jea-02-2014-0018.
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Purpose – The purpose of this paper is to consider trust as an important relational source in schools by exploring whether trust lowers teacher burnout. The authors examine how trust relationships with different school parties such as the principal relate to distinct dimensions of teacher burnout. The authors further analyze whether school-level trust additionally influences burnout. In doing this, the authors account for other teacher and school characteristics. Design/methodology/approach – The authors use quantitative data gathered during the 2008-2009 school year from 673 teachers across 58 elementary schools in Flanders (i.e. the northern Dutch-speaking region of Belgium). Because teacher and school characteristics are simultaneously related to burnout, multilevel modeling is applied. Findings – Trust can act as a buffer against teacher burnout. Teachers’ trust in students demonstrates the strongest association with burnout compared to trust in principals or colleagues. Exploring relationships of trust in distinct school parties with different burnout dimensions yield interesting additional insights such as the specific importance of teacher-principal trust for teachers’ emotional exhaustion. Burnout is further an individual teacher matter to which school-level factors are mainly unrelated. Research limitations/implications – Principals fulfill an important role in inhibiting emotional exhaustion among teachers. They are advised to create a school atmosphere that is conducive for different kinds of trust relationships to develop. Actions to strengthen trust and inhibit teacher burnout are necessary, although further qualitative and longitudinal research is desirable. Originality/value – This paper offers a unique contribution by examining trust in different school parties as a relational buffer against teacher burnout. It indicates that principals can affect teacher burnout and prevent emotional exhaustion by nurturing trusting relationships in school.
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Petrash, Elena, Tatyana Sidorova, Vera Blum, Iosif Zaia, and Ekaterina Manuilova. "SOCIO-PSYCHOLOGICAL CHARACTERISTICS OF A MODERN TEACHER IN THE DIGITAL AGE." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 2 (May 28, 2021): 481–91. http://dx.doi.org/10.17770/sie2021vol2.6230.
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The article focuses on a teacher undergoing a transformation in the digital age. The authors considered the main socio-psychological characteristics of a modern teacher, conducted an empirical research and supplemented the professionogram of a modern teacher. The program of teachers’ professional development proposed by the authors is based on the idea of system-activity and anthropological approaches.