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1
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.
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Skott, Charlotte Krog, and Hanne Møller. "The individual teacher in lesson study collaboration." International Journal for Lesson and Learning Studies 6, no. 3 (2017): 216–32. http://dx.doi.org/10.1108/ijlls-10-2016-0041.
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Purpose The purpose of this paper is twofold: first, to investigate the learning of individual teachers participating in lesson study collaboration by adapting a participatory framework about teacher learning; and second, to investigate the potential of this framework compared with other approaches used in lesson study research. Design/methodology/approach The authors use collective case studies. By being participant observers the authors provide detailed descriptions of two selected teachers’ lived experiences of lesson study collaboration. In addition to gain first-hand insights, the authors conducted interviews before, between and after two rounds of lesson studies, and recorded the various lesson study activities. Findings This paper provides empirical insights into the complexity of teacher learning. By using the participatory framework, the authors identify significant shifts in the participation of each of the two teachers during a two-year lesson study project. By comparing these shifts the authors identify significant conditions for their individual learning. Research limitations/implications Although the study is small scale, both the insights into the different ways in which teachers participated and the theoretical insights might be valuable for other lesson study research approaches. Practical implications This paper provides valuable insights into conditions that might influence teachers’ participation in lesson study activities, especially in cultures with little experience of lesson study. Originality/value This paper fulfils a need to investigate individual teachers’ learning in lesson study collaborations. It also contributes to deeper theoretical understandings of teacher learning which have been called for in recent lesson study research.
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Altynikova, N. V., and A. A. Muzaev. "Subject and Methodological Competencies in Teachers: Testing the Unified Federal Evaluation Tools." Психологическая наука и образование 24, no. 1 (2019): 31–41. http://dx.doi.org/10.17759/pse.2019240102.
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The article describes the main approaches to developing and testing the unified federal evaluation tools (UFET) used for studying subject and methodological competencies of teachers in the Russian Federation. The authors propose a level assessment model of teacher competencies based on the professional standard for teachers. Results of the research helped to identify the shortcomings of teacher training which make carrying out professional activities difficult for teachers. The article describes the terms of using UFET in the procedures of teacher certification and presents the main developmental directions for the current system of continuing teacher education. The authors argue that applying UFET at different stages of teacher training and professional development may ensure the formation of more effective individual educational routes for every teacher aimed at eliminating their professional deficits and improving the standards of education in general.
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Huang, Xianhan, and Chun Lai. "Connecting formal and informal workplace learning with teacher proactivity: a proactive motivation perspective." Journal of Workplace Learning 32, no. 6 (2020): 437–56. http://dx.doi.org/10.1108/jwl-01-2020-0005.
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Purpose It is vital in today’s society that teachers are proactively involved in educational change. Given that proactive motivation is a critical driver of proactivity, this study aims to investigate how teachers’ formal and informal workplace-learning experiences were connected with their proactive motivations to implement educational change. Design/methodology/approach The authors used a qualitative case study approach to describe the relationships between teachers’ formal and informal learning activities and their different proactive motivations. The authors collected data from 17 teachers via individual interviews and open-ended questionnaire and performed analyses using a continuous inductive and deductive coding process. Findings The authors found that informal teacher learning can trigger three types of proactive motivation, whereas formal teacher learning is mainly connected with the can do and energised to motivations. The authors also found that formal and informal learning complement and compete with each other in shaping the can do motivation. Moreover, the authors found that informal learning played the dominant role in the reason to motivation, whereas informal and formal learning were separately connected to the energised to motivation. Practical implications These findings indicate that greater attention must be paid to teachers’ informal workplace-learning experiences. Specifically, teachers’ informal learning experiences should be actively integrated into their formal workplace training to enhance their proactive motivation to educational change. Moreover, teachers’ learning preferences and teaching experience should be considered in the design of teacher-training programmes. Originality/value Based on the proactive motivation model of Parker et al. (2010), the authors have uncovered the mechanisms of workplace learning that drive teacher proactivity. The authors have examined the relationship between teachers’ formal and informal workplace-learning and proactive teaching. The findings will assist policymakers and administrators to identify effective means of motivating teachers to engage in workplace learning.
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Falina, Irina Nikolaevna, and Valentina Aleksandrovna Shuhardina. "Training of computer science teachers at the department of teacher education, Moscow State University." Moscow University Pedagogical Education Bulletin, no. 3 (September 30, 2016): 96–108. http://dx.doi.org/10.51314/2073-2635-2016-3-96-108.
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The article describes the authors’ experience of working with students at the Department of Teacher Education, Moscow State University, enrolled in the program ‘Teacher’ with the specialization in computer science. The full program of the authors’ course «Methods in teaching the school course «Computer science and ICT» is provided. The authors present and evaluate the results of more than 15 years of program’s existence. The most interesting and typical examples of final theses that were defended at the Department of Teacher Education are presented.
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Ford, Timothy G., Jentre Olsen, Jam Khojasteh, Jordan Ware, and Angela Urick. "The effects of leader support for teacher psychological needs on teacher burnout, commitment, and intent to leave." Journal of Educational Administration 57, no. 6 (2019): 615–34. http://dx.doi.org/10.1108/jea-09-2018-0185.
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Purpose The actions of school leaders engender working conditions that can play a role in positively (or negatively) affecting teachers’ motivation, well-being or professional practice. The purpose of this paper is to explore how leader actions might bring about positive teacher outcomes through meeting teachers’ psychological needs at three distinct levels: the intrapersonal, interpersonal and organizational. Design/methodology/approach Using a sample of over 1,500 teachers from 73 schools in a large, high-poverty, urban Midwestern school district, the authors applied a multilevel path analysis to the study of the relationships between the intrapersonal, interpersonal and organizational dimensions of teacher psychological needs and the teacher affective states of burnout, organizational commitment and intent to leave the school and/or profession. Findings Whereas the intrapersonal dimension works primarily through burnout, the findings suggest that the interpersonal dimension (teacher–principal interactions) primarily functions to cultivate organizational commitment among teachers. At the organizational level, cultivating a trusting, enabling work environment where teachers can build on existing knowledge and skills had a demonstrated relationship to collective teacher burnout and organizational commitment, but only to the degree that these actions serve to build collective teacher efficacy. Practical implications In addressing existing deficits in support for teachers’ psychological needs within a school, school leaders have a significant mechanism through which to affect the attitudes and emotions of teachers which precede turnover behavior. However, addressing teacher psychological needs should be thought of as multidimensional – no single dimension (either the intrapersonal, interpersonal or organizational) alone will be sufficient. Principals should expect to work both one-on-one as well as collectively with teachers to address school working conditions which support their psychological needs as learners. Originality/value Prior studies examining the various working conditions of schools have included many common constructs, but the authors demonstrate how self-determination theory could be used to unify these seemingly unique characteristics of school working conditions with respect to how they support (or thwart) the psychological needs of teachers. The authors also empirically test the relationship of these dimensions to a wide-range of commonly-used teacher affective outcomes.
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Bezborodova, Ludmila A., Ludmila V. Zemskova, and Alexander S. Zhuk. "Resilience as a resource for pedagogical activity of a teacher in the process of implementing inclusive education." Science and School, no. 4, 2020 (2020): 83–88. http://dx.doi.org/10.31862/1819-463x-2020-4-83-88.
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The article deals with the problem of interaction between teachers and inclusive educational environment and the impact of this environment on their professional and personal development. The authors present the barriers and challenges of working with disabled children in an „inclusive school” of general primary education; the search for psychological and pedagogical support for the teacher and technologies for effective inclusive education. The article presents an empirical study of the situation of inclusive teaching practices development and teachers’ demands. The authors point to the link between teacher satisfaction and teacher communication in professional settings, making it a key resource for teaching children with disabilities in an inclusive education environment. The authors believe that resilience and satisfaction of teachers is the basis for developing technologies and methods to support educators in overcoming emerging challenges in professional teaching practice. The results of this support form the basis for the further development of technologies and scientific and practical recommendations for teachers.
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Khamim, Khamim, and Wresni Pujiyati. "PENGARUH KONSEP DIRI DAN KOMPETENSI PEDAGOGIK GURU TERHADAP KUALITAS PROSES PEMBELAJARAN." Edum Journal 1, no. 2 (2018): 106–17. http://dx.doi.org/10.31943/edumjournal.v1i2.481.
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The main focus of this research is on the self-concept and pedagogical competence of the teacher and its influence on the quality of the learning process both partially and double. The research method used is a survey method in which the authors go directly to the empirical level by distributing questionnaires to 47 teachers. The processing and analysis techniques used are linear and multiple regression. The results of the study show that: (1) There is a positive and significant influence of the teacher's self-concept on the quality of the learning process (2) There is a positive and significant influence on the teacher's pedagogical competence on the quality of the learning process. (3) There is a positive and significant effect of self-concept and pedagogical competence of teachers together on the quality of the learning process. Therefore, the authors suggest: (1) So that the teacher improves health and appearance because the results of the study show that the weakness of the teacher's self-concept is in the appearance and significance of the body. So that the teacher needs to be given enlightenment related to how to maintain health and fitness through the implementation of joint gymnastics or conducting group discussions related to the dirt to maintain a prime body. (2) To face future competition and improve the quality of education it is deemed necessary to further increase the pedagogical competence of teachers, especially those related to planning and evaluation of learning.
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Davis, Elizabeth A., Annemarie Sullivan Palincsar, P. Sean Smith, Anna Maria Arias, and Sylvie M. Kademian. "Educative Curriculum Materials: Uptake, Impact, and Implications for Research and Design." Educational Researcher 46, no. 6 (2017): 293–304. http://dx.doi.org/10.3102/0013189x17727502.
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The authors synthesize the findings of a research project to extend what is known about educative curriculum materials, or curriculum materials designed with the intent of supporting teacher learning as well as student learning. Drawing on a three-year program of research, including several close observational case studies and a large-scale quasi-experiment, the authors demonstrate how teachers use curriculum materials, what evidence there is of teachers’ uptake of ideas in educative curriculum materials, and what evidence there is of impact on teacher and/or student knowledge. These findings are situated in the literature, and the authors discuss how, taken together, the findings suggest design principles for educative curriculum materials. The authors close with implications for research.
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Kozuh, Anna, and Jelena Maksimovic. "Ways to increase the quality of didactic interactions." World Journal on Educational Technology: Current Issues 12, no. 3 (2020): 179–91. http://dx.doi.org/10.18844/wjet.v12i3.4999.
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The paper analyses the directions of the recent research on improving the methods and quality of didactic interactions. The review and analysis of the literature shows changes of a behavioral, social, as well as informational and communicational character that have occurred in education for over a dozen years. Based on the literature review, the authors analyse the ways of improving didactic competences of the teacher. They indicate that the teacher equipped with the appropriate knowledge in this field not only masters the discipline more effectively but is, above all, more effective in any didactic situation. The studies also show the directions of the teacher's needs and their incompetence in some areas. They enable the development of new strategies for the teacher-student interaction and become an important element in the preparation of the content of new training programs. Increasing the quality of didactic interactions is a process of the development of a teacher as a practitioner who continuously analyses and reflects on their work. The authors believe that the didactic interactions and techniques discussed in it favour profound reflection on the difficulties encountered in education and assist teachers in regaining self-trust and managing to create more effective didactic activities.
 Key words: advising, evaluation, coaching, didactic interactions, reflection, teachers
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Setiawan, Agus. "The Students' Perceptions on Teacher "Performances" in Teaching English." INTERACTION: Jurnal Pendidikan Bahasa 7, no. 1 (2020): 15–26. http://dx.doi.org/10.36232/jurnalpendidikanbahasa.v7i1.450.
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This study was conducted to find out how the students' perceptions on English teachers. The problem focuses on students' perceptions of the teacher's learning methods while learning the learning takes place, and an effective learning process with student learning outcomes gained. In this study the authors take respondents to get data that is as much as 4 respondents, where the one respondent is an English teacher and 3 other respondents are students. Researchers conducted interviews on each respondent. In this case, the teacher to know the methods used in the learning process and the students to know how performance teacher in the learning process. The method used in this research is descriptive design. This study reveals that teachers' performance in English learning is good, where teachers can apply motivation of students learning, learning model, classroom management, use of facilities, and student experience well. And for the learning method, the teacher does not use special methods in the learning process, but the teacher learning model is applied more to adaptation to the material taught to students. Nevertheless, the teacher will improve the methods in learning and innovate for the success of the learning process.
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McGrath, Kevin F., Shaaista Moosa, Penny Van Bergen, and Deevia Bhana. "The Plight of the Male Teacher: An Interdisciplinary and Multileveled Theoretical Framework for Researching a Shortage of Male Teachers." Journal of Men’s Studies 28, no. 2 (2019): 149–64. http://dx.doi.org/10.1177/1060826519873860.
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In this article, four researchers from Australia and South Africa consider why it is important for primary schools to include both male and female teachers. The authors refute previous calls directed by public and political discourse, for male teachers to enhance boy’s educational outcomes or to act as role models or father figures. Instead, the authors present a theoretical framework that justifies calls for male teachers at four levels: the child level, the classroom level, the organizational level, and the societal level. While complex barriers may continue to limit male teacher representation, the authors hope that this interdisciplinary framework might stimulate further international scholarly discussions about the interactions between teacher-gender, education, and culture.
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Smirnova, Zh V., O. I. Vaganova, E. A. Eltanskaya, V. G. Lizunkov, and L. K. Parsieva. "Implementation of a student-centered approach in blended learning in a higher educational institution." SHS Web of Conferences 69 (2019): 00112. http://dx.doi.org/10.1051/shsconf/20196900112.
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The competence approach and e-learning have changed the role of the teacher in the student's life. In the article, the authors reveal the essence and features of this type of training (mixed). The authors consider the development of a student-centred approach. It is noted that working with the whole group, the teacher organizes the work of each, creating the conditions for the development of students' personal opportunities. Since with the entry into force of the new requirements of the Federal state educational standards, a qualitatively new relationship between the student and the teacher has appeared, the identification of their features and the determination of their role in the educational process have become particularly relevant. The article pays attention to the model of the teacher's activity within the framework of student-centred education and its main elements are noted. The authors identified features of blended learning and tools of electronic platforms that support the development of subject-subject relations between students and teachers. The authors emphasize the need to ensure equal starting conditions for the study of the discipline as a whole and suggest principles that should be followed when implementing the studentcentred approach within the framework of blended learning.
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Gejdoš, Miroslav. "PROFESSIONAL TEACHER AND STAGE OF TEACHER PROFILE DEVELOPMENT." International Journal of New Economics and Social Sciences 7, no. 1 (2018): 211–22. http://dx.doi.org/10.5604/01.3001.0012.2695.
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This study explains the approaches taken by various authors dealing with this issue. We have mentioned the dynamic approach considered by S. Freud and C. G. Jung in the behavioral approach of authors such as J. B. Watson, I. P. Pavlov, B. F. Skiner and C. L. Hull. Representatives of the humanistic approach are C. R. Rogers and A. Maslow. Cognitive theories of personality were considered by G. A. Kelly. People have different views and opinions. Similarly, there is also a personality area where we can also meet multiple perspectives. "Different approaches to solving personality issues have led to the formation of different theories of personality. Originally, they were created by clinical psychologists and psychiatrists. In the first years of the last century, most theories focused on identifying factors affecting individuals. They were based in particular on the opinion of S. Freud. "
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Carver-Thomas, Desiree, and Linda Darling-Hammond. "The trouble with teacher turnover: How teacher attrition affects students and schools." education policy analysis archives 27 (April 8, 2019): 36. http://dx.doi.org/10.14507/epaa.27.3699.
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Addressing teacher turnover is critical to stemming the country's continuing teacher shortages. It is also important for school effectiveness, as the academic and financial costs of teacher turnover to student learning and district budgets are significant. Using the most recent nationally representative data from the National Center for Education Statistics' Schools and Staffing Surveys, the authors detail which teachers are leaving, why, and which students are most impacted. The study finds higher turnover rates in the South; among mathematics, science, special education, English language development, and world languages teachers; in schools serving students of color and from low-income families; and among teachers of color. The study also finds that several factors are associated with higher turnover rates, including lack of administrative support, teacher salaries, and alternative certification. The paper reviews policy strategies that can address teacher turnover.
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Frank, Kenneth A., Gary Sykes, Dorothea Anagnostopoulos, et al. "Does NBPTS Certification Affect the Number of Colleagues a Teacher Helps With Instructional Matters?" Educational Evaluation and Policy Analysis 30, no. 1 (2008): 3–30. http://dx.doi.org/10.3102/0162373707313781.
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In addition to identifying and developing superior classroom teaching, the National Board for Professional Teaching Standards (NBPTS) certification process is intended to identify and cultivate teachers who are more engaged in their schools. Here the authors ask, “Does NBPTS certification affect the number of colleagues a teacher helps with instructional matters?” If so, this could enhance the influence of NBPTS-certified teachers and their contributions to their professional communities. Using sociometric data within 47 elementary schools from two states, the authors find that NBPTS-certified teachers were nominated more as providing help with instruction than non-NBPTS-certified teachers. From analyses using propensity score weighting, the authors then infer that NBPTS certification affects the number of colleagues a teacher helps with instructional matters. The authors then quantify the robustness of their inference in terms of internal and external validity, finding, for example, that any omitted confounding variable would have to have an impact six times larger than that of their strongest covariate to invalidate their inference. Therefore, the potential value added by NBPTS-certified teachers as help providers has policy and practice implications in an era when teacher leadership has risen to the fore as a critical force for school improvement.
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Nguyen, Van Hien, Vu Bich Hien Nguyen, Thi Mai Huong Vu, Thi Kim Hue Hoang, and Thi Minh Nguyet Nguyen. "Vietnamese Education System and Teacher Training: Focusing on Science Education." Asia-Pacific Science Education 6, no. 1 (2020): 179–206. http://dx.doi.org/10.1163/23641177-bja10001.
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Abstract This article introduces the reader to past, current, and future trends in science teacher preparation and professional development in Vietnam. The authors rely on document analysis for data collection and focused analysis to describe the general education system and the mechanisms for teacher training in Vietnam from the past to the present. Research questions focused on exploring changes in the organization of the education system over time, identifying advances that have been made, and describing what challenges teacher education faces today. In addition, this paper offers a special focus on how Vietnamese pedagogy institutions are working to prepare new teachers. Finally, the authors describe how Vietnam is preparing to implement a new national general education program that will strongly affect all aspects of education, including training and retraining of teachers. The authors conclude by raising some important questions for future research and development.
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Araujo, Blanca, Lida Uribe Florez, and Adriana Goenaga Ruiz de Zuazu. "Reflecting on a social studies-mathematics day." Social Studies Research and Practice 12, no. 2 (2017): 199–209. http://dx.doi.org/10.1108/ssrp-04-2017-0019.
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Purpose Social studies may be taught in relevant and powerful ways regardless of the current barriers and challenges teachers encounter with this subject. While it would be best to give social studies the same importance and time as other subjects, schools today often do not teach social studies or it is taught within an integrated topic. The purpose of this paper is to address current issues regarding integrating social studies in elementary classrooms. The authors then provide one example of an attempt to integrate social studies and mathematics. Finally, the authors conclude with important points to consider while integrating social studies and mathematics using a critical multicultural lens. Design/methodology/approach The authors engaged in the social studies and mathematics day to support teacher candidates in their practicum experience. In this study, the authors followed the Action Research paradigm; constantly reflect on the practices while preparing elementary school teachers. The authors understand action research as “a continuous process of inquiry, reflection, and evaluation to understand and improve practice” (Goenaga Ruiz de Zuazu, 2016, p. 8). As teacher educators, the authors particularly focused on self-study research, as indicated by Pine (2009), which can be implemented to improve educators’ own teaching to facilitate personal-professional growth. Findings Reflecting on the authors’ experiences and the barriers to teaching social studies, the authors continuously return to discussing the importance of balancing both content areas. In the activities designed by teacher candidates, the authors found they put more emphasis on the mathematics portion, leaving the social studies portion till the end and only if time permitted. In not addressing this situation with them, the authors perpetuated the low status of social studies. The authors needed to permit more time for teacher candidates to allow students to reflect on social and critical issues and promote discussions throughout the lesson, giving social studies equal status to mathematics. Originality/value This paper contributes to the teacher education literature and how students planned and implemented a social studies and math day.
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Limone, Pierpaolo, and Rosaria Pace. "Teacher Training and Digital Paths. Revolution in the School." International Journal of Digital Literacy and Digital Competence 7, no. 1 (2016): 1–18. http://dx.doi.org/10.4018/ijdldc.2016010101.
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Innovative practices in schools are the outcome of a combination of factors, including the teacher's primary role in directing methodological and technological innovation. In order to make this happen, the teacher – as an expert and educational leader – needs a repertoire of specific skills that allow for critical and situated adoption of tools, processes and learning resources. This paper describes the educational structure and features of some online and blended courses intended for initial and continuous teacher training. These courses are designed to support teachers in acquiring strategic competences for their work. Starting from the experience of the University of Foggia, the authors intend to offer their perspective on the prominence of teacher training within the framework of school innovation.
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Arias, M. Beatriz, and Terrence G. Wiley. "Language policy and teacher preparation: The implications of a restrictive language policy on teacher preparation." Applied Linguistics Review 4, no. 1 (2013): 83–104. http://dx.doi.org/10.1515/applirev-2013-0004.
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AbstractApplied linguistics, with its sub-domains of language planning and policy can make significant contributions to language teaching. In order to explore this issue, the authors focus on the contested arena of language minority instruction in the United States. Attention is given specifically to the state of Arizona, where, recently, its educational policies have captured national and even international attention. Of particular concern is Arizona's implementation of a restrictive language policy for the instruction of English Language Learners (ELLs). The authors present a framework for reviewing the relationship between language policies and teacher preparation. Applying this framework to Arizona's teacher preparation for ELLs, we find that the state sanctioned curriculum transmitted a deficit view of students who speak a language other than English and provided prospective teachers with few alternative approaches for their instruction. In response this outcome, the authors recommend that applied linguistics content needs to be embedded within teacher preparation.
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Lytle, Susan, and Marilyn Cochran-Smith. "Teacher Research as a Way of Knowing." Harvard Educational Review 62, no. 4 (1992): 447–75. http://dx.doi.org/10.17763/haer.62.4.4lm3811r1033431n.
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In this article, Susan Lytle and Marilyn Cochran-Smith, two university-based teacher educators, argue for a different theory of knowledge for teaching — one that is drawn from the systematic inquiry of teachers themselves. In contrast to a knowledge base for teaching that privileges only the knowledge of the university researcher, the authors propose a knowledge base that includes the emic perspective of the teacher researcher,whose questions and processes are embedded in classroom practice. In their analysis,the authors draw on a wide range of texts written by teachers, including journals,essays, oral inquiries, and classroom studies. Lytle and Cochran-Smith conclude that teacher research, which historically has been marginalized in the field, challenges the assumption that knowledge for teaching is generated by outsiders only; they argue,rather, that school-based teacher researchers are themselves knowers and a primary source of generating knowledge about teaching and learning for themselves and others.
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Grossman, Pamela, and Clarissa Thompson. "District Policy and Beginning Teachers: A Lens on Teacher Learning." Educational Evaluation and Policy Analysis 26, no. 4 (2004): 281–301. http://dx.doi.org/10.3102/01623737026004281.
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This analysis considers the role district policy environments play in the lives of beginning teachers. As part of a larger longitudinal study of teacher learning in the language arts, the authors analyzed the experiences of three first-year teachers in two contrasting school districts. This article assesses the role of policies concerning curriculum, professional development, and mentoring in teachers’ opportunities in learning to teach language arts. The ways in which districts were organized had consequences for what these beginning teachers learned about teaching; district structures either encouraged or deflected conversations about teaching English. In addition, the authors found that districts served powerful roles as teacher educators. The tasks the districts assigned the teachers, the resources they provided, the learning environments they created, and the conversations they provoked proved to be consequential in shaping both teachers’ concerns and their opportunities for learning about teaching language arts.
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Hernández-Rodríguez, Omar, Gloriana González, and Wanda Villafañe-Cepeda. "Planning a research lesson online: pre-service teachers' documentation work." International Journal for Lesson & Learning Studies 10, no. 2 (2021): 168–86. http://dx.doi.org/10.1108/ijlls-09-2020-0068.
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PurposeThe authors developed a lesson study innovation for bridging pre-service teachers' experiences in an early methods course and clinical experiences focusing on the development of technological pedagogical content knowledge (TPACK). The authors analyze one planning meeting by a lesson study team comprised of four pre-service teachers and one cooperating teacher. The purpose of this research was to determine the nature of documentation during the online planning meeting and how the cooperating teacher facilitated the documentation process.Design/methodology/approachThe authors used Gueudet and Trouche's (2009) documentation framework to determine the way the lesson study team in our study used all the resources available to plan a lesson. They analyzed the video recordings of the meeting to examine the interplay between material, didactical and mathematical components during the discussions. The material components included the Teacher Desmos Activity Builder and the eTextbook. The didactical components included assessment, scaffolding, multiple representations and problem-solving activities. The mathematical components pertained to systems of linear equations and inequalities with two variables.FindingsThe authors’ findings show that the cooperating teacher performed an invariant set of actions for improving the research lesson and, also, gave recommendations about how to implement the lesson. In facilitating the planning discussions, the cooperating teacher made explicit the relationship between material, didactical and mathematical components. The authors’ work has implications for supporting the preparation of facilitators of online planning sessions during lesson study.Research limitations/implicationsThe authors did not have access to the planning meeting where the PSTs created the draft of the research lesson. In addition, they are reporting the observations of only one online meeting.Originality/valueThe authors’ work has implications for supporting the preparation of facilitators of online planning sessions during lesson study.
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Cass, Philip. "‘Teacher! Teacher! I want “A”, teacher!’." Pacific Journalism Review : Te Koakoa 17, no. 2 (2011): 130–47. http://dx.doi.org/10.24135/pjr.v17i2.355.
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This article broadly examines the teaching of journalism and media studies in the countries of the Gulf Co-operation Council and focuses specifically on the authors’ experiences of teaching these subject areas in the Colleges of Applied Science in Oman. Written partly in response to O’Rourke and Belushi (2010) and drawing on earlier work by Quinn (2001) and Al Hasani (2006), the paper addresses a number of broader questions about journalism and media education in the GCC countries. It asks whether the use of English as a language of instruction is sustainable in countries like Oman and whether its use is based on considerations of practicality or because of its perceived prestige. The article draws on debates about higher education language policy and questions about the viability of teaching ‘Western-style’ journalism in non-democratic societies raised by Josephi (2010) and others. The article argues that higher education policies which affect journalism and media education too often appear to be based on ideas about what will make the country look good or ‘modern’ while ignoring what might be its actual needs. The article argues that in some cases English language education in these subjects is not viable in its current form and that students themselves see the role of journalism in an utterly different light to that of their ‘Western’ or ‘Western’-educated instructors.
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Creghan, Kathleen Adair, and Casey Creghan. "Supporting the Development of Novice Teachers: A Multi-tiered and Differentiated Approach." Journal of Education and Culture Studies 4, no. 3 (2020): p191. http://dx.doi.org/10.22158/jecs.v4n3p191.
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This article explored innovative methods of delivering novice teacher induction in support of assisting and retaining new teachers. Rather than conducting traditional mentoring and new teacher professional development days, the authors advocate for more personalized, differentiated, and systemic ongoing methods including assigning and training Support and Content Mentors, providing a Streamlined and Scaffolded Teacher Induction Program, and then offering in-depth Differentiated Instructional Coaching support in order to assist in developing and retaining new teachers.
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Sevenyuk, Svetlana Aleksandrovna, and Natalya Petrovna Shamina. "Pedagogical reflection development in the course of prospective elementary school teachers’ training for professional activity." Samara Journal of Science 6, no. 2 (2017): 241–44. http://dx.doi.org/10.17816/snv201762310.
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The paper deals with features of pedagogical reflection development of prospective elementary school teachers during their training at a higher education institution. The authors analyze modern requirements to personal and professional qualities of a teacher, his or her social value and worthiness caused by radical modernization and cardinal transformations of Russian system of pedagogical education. The authors show that at a high school it is important for students to change position from a consumer of information to a creator of knowledge, to develop personal features, to understand the results of his or her pedagogical activity. The paper contains advantages of such an approach of ensuring systemacy of higher pedagogical education updates. Professional activity of each teacher has to be adapted to these changes. Each teacher has to understand the environment surrounding him; s/he has to be ready for continuous self-education to increase the efficiency of the daily practical activities. In this regard the authors suppose that reflection is a necessary and a major component of pedagogical activity structure. Reflection is supposed to be teachers personal analysis of his or her activity. The authors of the paper think that pedagogical activity has a reflexive character as a teacher who organizes pupils activity is obliged to correct his or her actions from a pupils position, it is obligatory to take their views into account, to see their inner world and their emotional state. On the basis of the given arguments the authors come to the conclusion that a teachers significant professional quality is his or her ability to reflect.
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Bugachuk, Tatyana, Alexander Khodyrev, Olga Когiakovtseva, and Ludmila Zhedunova. "IDENTITY CRISIS: PROBLEMS OF TEACHER FORMATION." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 1 (May 21, 2019): 99. http://dx.doi.org/10.17770/sie2019vol1.3965.
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The article is devoted to the problem of the crisis of personal and social identities as significant components of the “existential crisis” in the context of social transformation. Based on the ideas of existential phenomenology, the authors reveal the changing nature of the teacher identification system, suggest highlighting the notion of the “teacher identity” and consider the crisis nature of its formation. The authors revealed that the process of identifying future teachers is carried out in stages through the subsequent change of academic, educational, professional and professional identity. The transition from one type of identity to another occurs on the basis of identity crises.
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Marlene, Robinson. "By Way of Introduction." Teaching Children Mathematics 20, no. 3 (2013): 133–35. http://dx.doi.org/10.5951/teacchilmath.20.3.0133.
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What is a teacher leader? Teaching Children Mathematics (TCM) posed this question, inviting authors to share their ideas in our 2013 Focus Issue, “Developing and Empowering Teacher Leaders.” The responses provide our readers with a rich, varied collection of personal experiences and accomplishments describing the impact that mathematics teacher leaders have on teachers, students, and school communities.
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Murnane, Richard, Judith Singer, and John Willett. "The Influences of Salaries and "Opportunity Costs" on Teachers' Career Choices: Evidence from North Carolina." Harvard Educational Review 59, no. 3 (1989): 325–47. http://dx.doi.org/10.17763/haer.59.3.040r1583036775um.
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Richard Murnane, Judith Singer, and John Willett analyze data from a larger study on the factors influencing career paths of teachers, focusing specifically on the career paths of White teachers in North Carolina who were first hired between 1976 and 1978. Using methodology known as "hazards modeling," the authors explore the relationship between the risk of leaving teaching, on the one hand, and teacher salary and opportunity cost, on the other hand. By employing hazards models, they are able to examine simultaneously various predictors of risk of leaving teaching — gender, National Teacher Examination (NTE)score, subject specialty, and the level of teaching (elementary or secondary) — and to determine whether the effects of these predictors remain constant or vary across teachers' careers. The authors conclude by discussing implications for policy and for teacher supply and demand models.
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Makarova, Tatiana S., Eugenia E. Matveeva, Maria A. Molchanova, Elena A. Morozova, and Natalia V. Burenina. "Teaching Foreign Languages Inclusively: Standards for Teacher Competence." Integration of Education 25, no. 1 (2021): 144–58. http://dx.doi.org/10.15507/1991-9468.102.025.202101.144-158.
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Introduction. The adequate professional and psychological-methodology training of teachers is of major importance in teaching a foreign language to learners who have health impairment. In spite of the numeral works published in Russia and abroad which cover various aspects of this problem the given article is the first to do the detailed analysis of teachers’ survey in order to reveal the knowledge, competences and skills necessary for their effective work in inclusive classes. The aim of the article is to develop a teacher training/retraining programme, which is based on the state professional educator standard and able to make teachers ready to work with learners who have health impairment. Materials and Methods. Methodology of the research represented is a combination of critical overview of works by Russian and foreign authors, other relative materials and detailed analysis of the results obtained through query of university and school teachers which was necessary for working out a relative teacher training programme that will make them ready to work in inclusive classes. 30 teachers took part in the survey. Results. As a final product of the research done on the basis of accurate analysis of theoretical resources and results of the survey a conceptual framework of teacher’s knowledge and skills necessary for effective work in inclusive class was developed by the authors. They also produced a teacher training programme, criteria and forms for assessing teacher’s acquisition of the programme being included. Discussion and Conclusion. The teacher training course developed by the authors is the relative contribution to the development of Psychology and Pedagogy of teaching foreign languages. It is essential that the programme is a model that can be adapted according to the interests of a potential target audience of educators. The course should help reshape the general competences as defined by the existing standard of teacher training so as to build up specific skills pertaining to teaching SEN learners inclusively. It should be an integral part of contemporary teacher pre-service preparation.
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Gilmour, Allison F., Caitlyn E. Majeika, Amanda W. Sheaffer, and Joseph H. Wehby. "The Coverage of Classroom Management in Teacher Evaluation Rubrics." Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children 42, no. 2 (2018): 161–74. http://dx.doi.org/10.1177/0888406418781918.
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Many teachers struggle with the classroom management skills necessary to support students with disabilities. Teacher evaluation is a potential method for supporting teachers’ use of classroom management strategies. The authors evaluate the extent to which classroom management was included in state teacher evaluation rubrics and the types of classroom management topics that were included in the rubrics. They find that while one fifth of standards and indicators were related to classroom management, there was large variability across states. Rubrics that included classroom management focused on proactive strategies, but often did not include specific evidence-based practices that could help teachers improve their classroom management skills. Very few rubrics included any focus on how to address student misbehavior. In light of these findings, the authors provide a discussion of the importance of including high-quality standards and indicators about classroom management to support teachers of students with disabilities.
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Woods, Dawn M., and Anne Garrison Wilhelm. "Learning to Launch Complex Tasks: How Instructional Visions Influence the Exploration of the Practice." Mathematics Teacher Educator 8, no. 3 (2020): 105–19. http://dx.doi.org/10.5951/mte.2020.0010.
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This study investigates how the exploration phase of the teacher learning cycle provides 11 novice mathematics teachers with the opportunity to learn about the high-leverage practice of launching a complex task. Findings suggest that the exploration phase of the teacher learning cycle provides novice teachers with opportunities to reflect on how to launch a complex task within the context of their own instructional practice. Because of this opportunity to deeply consider the pedagogical resource and reflect on it, novice teachers’ instructional visions were a filter through which they interpreted key instructional strategies offered up during the exploration phase of the teacher learning cycle. Further, the authors discuss three key takeaways for teacher educators who are attempting to implement the teacher learning cycle into their teacher education coursework.
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Ilaltdinova, Elena, Irina Lebedeva, Svetlana Frolova, Ramilya Arifulina, and Tatyana Belyaeva. "Phenomenon of a Teacher Within a Historical Context." SHS Web of Conferences 50 (2018): 01016. http://dx.doi.org/10.1051/shsconf/20185001016.
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The study concerns the phenomenon of a “professional teacher”, its social status, personal qualities and competences within the historical context. The authors apply the integration of philosophical, psychological, historical-pedagogical and pedagogical knowledge as such to understand the modern model of a teacher. The historical context as a complex of social conditions of pedagogical insights, concepts and assumptions of an ideal teacher and its professional training formed methodological fundamentals of the study dealing with the image of a teacher of the past, present and future. To define the mission of a teacher within the society and its professional characteristics the study analyzes beliefs, activities and works of educators, scientists, classic teachers and modern representatives of pedagogical science and educational practice. Defining the phenomenon of a “teacher”, the authors consider it through the unique nature of professional activity, personal qualities, compliance to public expectations and demands.
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Neel, Michael Alan, and Amy Palmeri. "Meeting the demands of the C3 framework in elementary social studies methods." Social Studies Research and Practice 12, no. 3 (2017): 358–71. http://dx.doi.org/10.1108/ssrp-08-2017-0047.
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Purpose In both elementary schools and elementary teacher education programs, social studies is marginalized while standards require increasingly more ambitious reasoning, reading, and writing in social studies than has historically been documented in American elementary schools. The purpose of this paper is to explain the challenges that elementary social studies teacher educators face in preparing elementary school teachers to facilitate the kind of ambitious social studies envisioned in the NCSS’s C3 Framework and advocate an approach to successfully address these challenges. Design/methodology/approach This paper articulates a targeted and ambitious approach to elementary social studies teacher education. The authors describe five recommendations from the teacher education literature for supporting preservice teachers in learning disciplinary-oriented social studies teaching, recommendations that guided the redesign of the social studies methods course. The authors then highlight key aspects of the redesigned methods course and demonstrate how the authors engaged the challenges inherent in the work of elementary social studies teacher education. Findings Although this paper is not arranged in such a way as to substantiate empirical findings, the purpose of the paper is to demonstrate an approach to elementary social studies education aligned with extant literature on preparing teachers to engage in reform teaching practices, specifically those disciplinary oriented practices suggested in NCSS’s C3 Framework. As such, the paper should be read as a perspective on practice. Research limitations/implications The type of disciplinary-oriented approach described here is increasingly under investigation in secondary teacher education research and similar approaches are under investigation in elementary math and science education research. To the authors’ knowledge, the approach is novel in elementary social studies education. Furthermore, the authors believe it offers a direction for researchers interested in gaps in the literature related to practice based teacher education and disciplinary-oriented social studies teacher education. Practical implications The approach described here offers specific guidance and resources for teacher educators who are struggling with the challenges of the contemporary social studies education landscape and/or who wish to focus methods courses in disciplinary ways. Social implications Research in social studied education has demonstrated that when students are exposed to disciplinary practices in social studies, their literacy skills improve and they learn analytical skills that support their development as citizens (consumption of media, participation in public discourse, ability to discern arguments). Originality/value As noted above, the approach described here is novel in elementary social studies education. Combining a disciplinary approach with a practice-based frame in elementary social studies represents an opportunity for empirical research and offers new approaches to the practice of teacher education and early career professional development.
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Li, Qing, and Janet Groen. "Moving to a New Land." International Journal of Online Pedagogy and Course Design 2, no. 3 (2012): 19–31. http://dx.doi.org/10.4018/ijopcd.2012070102.
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In this paper, the authors seek, through the theoretical framework of situated cognition learning theory, to document and understand the experiences and views of teachers who are in their first year of instructing secondary students online. Using a case study methodology, the authors captured these secondary teachers’ perceptions of their most successful experiences in teaching online students, as well as their view of the challenges and difficulties they experienced in this transition. In turn, the authors wished to determine what supports are needed for secondary teachers to ease their transition to this new land. Three salient themes emerged through the analysis of data: interacting with students, interacting with and adapting curriculum, and pedagogical approaches and engaging in self-reflection on their role as teacher which led to deeper questions of establishing teacher – student relationships and effective e-pedagogy.
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Grossman, Pam, and Morva McDonald. "Back to the Future: Directions for Research in Teaching and Teacher Education." American Educational Research Journal 45, no. 1 (2008): 184–205. http://dx.doi.org/10.3102/0002831207312906.
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In this article, the authors examine two distinct but closely related fields, research on teaching and research on teacher education. Despite its roots in research on teaching, research in teacher education has developed in isolation both from mainstream research on teaching and from research on higher education and professional education. A stronger connection to research on teaching could inform the content of teacher education, while a stronger relationship to research on organizations and policy implementation could focus attention on the organizational contexts in which the work takes shape. The authors argue that for research in teacher education to move forward, it must reconnect with these fields to address the complexity of both teaching as a practice and the preparation of teachers.
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Everson, Kimberlee Callister, Erika Feinauer, and Richard Sudweeks. "Rethinking Teacher Evaluation: A Conversation about Statistical Inferences and Value-Added Models." Harvard Educational Review 83, no. 2 (2013): 349–70. http://dx.doi.org/10.17763/haer.83.2.m32hk8q851u752h0.
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In this article, the authors provide a methodological critique of the current standard of value-added modeling forwarded in educational policy contexts as a means of measuring teacher effectiveness. Conventional value-added estimates of teacher quality are attempts to determine to what degree a teacher would theoretically contribute, on average, to the test score gains of any student in the accountability population (i.e., district or state). Everson, Feinauer, and Sudweeks suggest an alternative statistical methodology, propensity score matching, which allows estimation of how well a teacher performs relative to teachers assigned comparable classes of students. This approach more closely fits the appropriate role of an accountability system: to estimate how well employees perform in the job to which they are actually assigned. It also has the benefit of requiring fewer statistical assumptions—assumptions that are frequently violated in value-added modeling. The authors conclude that this alternative method allows for more appropriate and policy-relevant inferences about the performance of teachers.
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Moxnes, Anna Rigmor, and Jayne Osgood. "Sticky stories from the classroom: From reflection to diffraction in Early Childhood Teacher Education." Contemporary Issues in Early Childhood 19, no. 3 (2018): 297–309. http://dx.doi.org/10.1177/1463949118766662.
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This article aims to challenge the prominence of reflexivity as a strategy for early childhood teachers to adopt by taking Norwegian early childhood teacher education as its focus. Observed micro-moments from a university classroom generate multilayered, multi-sensorial entangled narratives that address what reflection and diffraction are and what they do – where students, the educator, materiality, space and affects intra-act. Furthermore, the article explores the ways in which teacher educators and students in early childhood teacher education become-with the classroom and materiality, and, in doing so, ideas about professionalism in early childhood education are opened out. By identifying the limitations of reflection, the authors go on to explore what working with diffraction might offer to reach alternative understandings. By placing a focus on seemingly unremarkable and routine events in the life of an early childhood teacher education classroom, the authors offer other, potentially more generative ways to think about student teachers and their further professional practice in kindergartens.
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Ticknor, Anne Swenson, and Paige Averett. "Using relational cultural theory in education research design." Qualitative Research Journal 17, no. 4 (2017): 373–84. http://dx.doi.org/10.1108/qrj-03-2017-0011.
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Purpose The purpose of this paper is to provide an emic view of how one researcher negotiated complex relationships in teacher education research and learned to employ the principles of the relational cultural theory (RCT) to create a research design aimed at building and sustaining relationships with participants. Design/methodology/approach The authors offer illustrative qualitative data examples from teacher education research to highlight complexities in research relationships, essential elements of the RCT, and the affordances RCT can offer qualitative researchers invested in similar work. Findings By engaging pre-service teachers and ourselves as mutually engaged in this process, the authors put into practice a sense of community and relationship building the authors hope pre-service teachers will practice with their future students. Research limitations/implications This paper provides a qualitative research design employing tenets of the RCT which centers relationships as critical to the research process. The authors offer affordances and limitations to using the RCT in research. Practical implications Several affordances are offered to researchers interested in engaging in similar work. Originality/value This paper offers an original perspective of how one researcher in teacher education negotiated complex relationships and learned to employ the principles of the RCT within these to build a research design aimed at widening research and practice in teacher education through productive and lasting relationships.
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Natesan, Prathiba, and Vincent Kieftenbeld. "Measuring Urban Teachers’ Beliefs About African American Students." Journal of Psychoeducational Assessment 31, no. 1 (2012): 3–15. http://dx.doi.org/10.1177/0734282912448243.
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Understanding urban teachers’ beliefs about African American students has become important because (a) many teachers are reluctant to teach students from other cultures, and (b) most teachers are European American. To construct a psychometrically sound measure of teacher beliefs, the authors investigate the measurement properties of a teacher beliefs factor. This factor was selected from an inventory of items that purported to measure urban teachers’ cultural awareness and beliefs. Measurement invariance of the teacher beliefs factor across European American, African American, and Hispanic American teachers addressed its construct validity. The authors examine the psychometric properties of these items using graded response multilevel analysis. The final 5-item factor showed highest level of invariance for African American and European American teachers but did not fit Hispanic American teachers well. All the five items had good psychometric properties. Analyses of latent means showed that African American teachers had more positive beliefs about African American students than European American teachers did. However, the latent scores were bimodally distributed for African American teachers showing that one subgroup of African American teachers had similar beliefs as European American teachers while another subgroup had more positive beliefs.
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Tamrin, Husni, Nuzuar Nuzuar, and Syahrial Dedi. "Manajemen Kepala Madrasah dalam Meningkatkan Kompetensi Profesional Guru Pendidikan Agama Islam." Journal of Administration and Educational Management (Alignment) 2, no. 1 (2019): 70–82. http://dx.doi.org/10.31539/alignment.v2i1.717.
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The purpose of this study was to determine the management of madrasa principals in improving the professional competence of Islamic religious education teachers. In this study, the authors used a type of qualitative research with a descriptive approach that is research that describes or illustrates the state or status of phenomena. The results of the study, several things that need to be done by the madrasa head include: 1) Knowing the condition / condition of the teacher in the background of environmental, social and economic life, 2) stimulating the teacher's work spirit in various ways, 3) maintaining the availability of facilities needed to develop the ability teacher, 4) increasing teacher participation in the school environment, 5) fostering a sense of family within the school environment, 6) strengthening the relationship of the school with the community, committee and student guardians. Conclusions, the management of madrasas in improving the professional competence of Islamic religious education teachers (PAI) are: 1) involving teachers in training activities, 2) promoting discipline, 3) motivating teachers, 4) supervision. Conclusion, The application of the management of the madrasa head at the MA Al-Manshuriyah Sungai Baung has already been implemented, the professional competence of PAI teachers at the Al-Manshuriyah MA has been very good
 Keywords: Principal Management, PAI Teacher Competence