Relevant bibliographies by topics / Teacher enthusiasm

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

Academic literature on the topic 'Teacher enthusiasm'

Author: Grafiati
Published: 4 June 2021
Last updated: 5 February 2022

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Journal articles on the topic "Teacher enthusiasm"

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Keller, Melanie M., Eva S. Becker, Anne C. Frenzel, and Jamie L. Taxer. "When Teacher Enthusiasm Is Authentic or Inauthentic: Lesson Profiles of Teacher Enthusiasm and Relations to Students’ Emotions." AERA Open 4, no. 2 (April 2018): 233285841878296. http://dx.doi.org/10.1177/2332858418782967.

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It was recently proposed that teacher enthusiasm encompasses an experienced component as well as a behaviorally displayed component. Aiming to validate this proposition, the present study utilized lesson diaries to explore patterns of teacher-reported experienced enthusiasm and student-reported enthusiastic teaching behaviors and to investigate whether those patterns were related to students’ enjoyment and boredom. Findings imply that the two enthusiasm components do not always co-occur. Four lesson profiles were identified: (1) experienced enthusiasm and enthusiastic teaching coinciding at a high level, (2) teachers reporting high levels of experienced enthusiasm but not being perceived as enthusiastic, (3) teachers being perceived as enthusiastic but not reporting high levels of experienced enthusiasm, and (4) low levels of experienced enthusiasm and enthusiastic teaching. The first pattern was superior to the other profiles regarding students’ emotions. Study findings are discussed with respect to teachers’ emotional well-being and teaching effectiveness.
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Samuel, Donald. "ANTUSIASME GURU DALAM PROGRAM PENGEMBANGAN KOMPETENSI PEDAGOGIK DAN DETERMINANNYA *)." Kelola: Jurnal Manajemen Pendidikan 2, no. 2 (December 7, 2015): 221. http://dx.doi.org/10.24246/j.jk.2015.v2.i2.p221-231.

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<p>This study aimed to describe the enthusiasm of the teachers at SMPN 2 Gedangsari, Gunung kidul in the program of Education and Training (Dik-lat) for pedagogic competence development, organized by the Education Foundation of Astra-Michael D. Ruslim (which is running a program of Corporate Social Responsibility in the field of education in the middleschool. In addition, this study also aimed to find the determinant factor for the enthusiasm of the teachers. This research applied mixed method. The results showed enthusiasm in participating in teacher training pedagogical competence development was quite high. In quantitative terms, the level of enthusiasm of teachers was worth on average 3.8 with H was rejected (teacher enthusiasm was high). In addition, there were several determinants affecting the enthusiasm of teachers, namely, the intensity of individual meetings (b value = 0.633), while the suitability of the teacher trainers approach did not affect the enthusiasm (b value = 0.364). Thus, the trainer advised to frequently meet with the teacher so that the enthusiasm of teachers increased, and dik-lat program targets could be achieved well. 0</p>
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Gabryś-Barker, Danuta. "Success: From failure to failure with enthusiasm." Studies in Second Language Learning and Teaching 4, no. 2 (January 1, 2014): 301–25. http://dx.doi.org/10.14746/ssllt.2014.4.2.7.

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In this article I would like to look briefly at the background to the concept of enthusiasm, its evolution from earlier understandings in the domain of religion to its modern understandings as expressed by various lexicographic sources. This will lead me to the major focus of the article, which is the various applications of enthusiasm in education. Not surprisingly, there is a large body of empirical studies on teacher and learner enthusiasm and its contribution to successful teaching and learning. A selection of studies is presented here and their results are discussed. The empirical part of this article looks at my own qualitative study of pre-service EFL teachers’ narratives and their perceptions of teacher enthusiasm and its impact on teaching and learning success, as seen from their own perspective. In the concluding part I suggest how teacher training should incorporate ideas on teacher enthusiasm and strategies to deploy them as prospective weapons in preventing professional burnout in teachers. As Churchill said, “success is not final... Failure is not fatal... it´s the courage to continue that counts.” I strongly believe that it is enthusiasm that gives us courage to continue.
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Mahler, Daniela, Jörg Großschedl, and Ute Harms. "Opportunities to Learn for Teachers’ Self-Efficacy and Enthusiasm." Education Research International 2017 (2017): 1–17. http://dx.doi.org/10.1155/2017/4698371.

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The aim of this study was to identify opportunities to learn for teachers’ motivational orientations. Motivational orientations are relevant characteristics of psychological functioning, which are important for the behavior of a teacher and mandatory for effective teaching. We focus on three domains: self-efficacy, subject-specific enthusiasm, and enthusiasm for teaching the subject. Self-efficacy covers the belief of an individual that he or she is capable of performing required behaviors to produce a desired outcome. Teacher enthusiasm is an affective teacher orientation that is related to a specific subject and to teaching this specific subject. Different opportunities to learn are considered for teachers’ motivational orientations. Since teacher education particularly focuses on the acquisition of professional knowledge, we added a further exploratory focus to the study and investigated the relationships between motivational orientations and professional knowledge (content knowledge and pedagogical content knowledge). 134 biology teachers participated in the study. The results reveal that teacher education at university, the attendance in professional development courses, and self-study provide opportunities to learn for self-efficacy and enthusiasm for teaching the subject. Moreover, we found self-efficacy and subject-specific enthusiasm to be positively related to pedagogical content knowledge.
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Kunter, Mareike, Anne Frenzel, Gabriel Nagy, Jürgen Baumert, and Reinhard Pekrun. "Teacher enthusiasm: Dimensionality and context specificity." Contemporary Educational Psychology 36, no. 4 (October 2011): 289–301. http://dx.doi.org/10.1016/j.cedpsych.2011.07.001.

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Rafsanjani, Mohamad Arief, Heni Purwa Pamungkas, and Etika Dhewi Rahmawati. "Does teacher-student relationship mediate the relation between student misbehavior and teacher psychological well-being?" JABE (JOURNAL OF ACCOUNTING AND BUSINESS EDUCATION) 4, no. 1 (September 29, 2019): 34. http://dx.doi.org/10.26675/jabe.v4i1.8411.

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One dominant determinant of teacher psychological well-being is the problem of student discipline. This study seeks to describe how the process of student disciplin (seen of student misbehavior) may affect teacher psychological well-being (seen of enthusiasm and emotional exhaustion) by including a mediator variable, namely teacher-student relation. This study was conducted on 159 economics teachers of senior high schools in Malang (Malang City and Malang Regency) using a total population sampling. We used structural equation modeling (SEM) for data analysis, followed by a sobel test the mediating role of variable in teacher-student relationship. The results showed that student misbehavior had a negative effect on work enthusiasm but a positive effect on students' emotional exhaustion. This study also found that teacher-student relation mediate the relationship between student misbehavior and teacher psychological well-being. The results of this study explain the process of student misbehavior in establishing teacher-student relations which ultimately influences teacher work enthusiasm and emotional well-being.
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Kunter, Mareike, Yi-Miau Tsai, Uta Klusmann, Martin Brunner, Stefan Krauss, and Jürgen Baumert. "Students' and mathematics teachers' perceptions of teacher enthusiasm and instruction." Learning and Instruction 18, no. 5 (October 2008): 468–82. http://dx.doi.org/10.1016/j.learninstruc.2008.06.008.

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Palmer, David. "Teacher Enthusiasm and Student Motivation for Learning." Global Journal of Educational Studies 6, no. 1 (April 20, 2020): 40. http://dx.doi.org/10.5296/gjes.v6i1.16405.

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Previous studies of teacher enthusiasm have indicated that it can influence student motivation for learning, but it is not yet clear whether all students are influenced in this way, or only some of them. This study aimed to identify the percentage of students who were influenced by the teacher’s enthusiasm in normal classroom settings. Twenty-four grade 10 students were individually interviewed. The results indicated that all of the students had been influenced by the teacher’s enthusiasm, or lack of enthusiasm, in a recent lesson. Furthermore, the students described a wide range of teacher behaviors that they interpreted as indicating teacher enthusiasm. It was concluded that teacher enthusiasm is a motivational factor that can influence all or nearly all students.
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Swanson, Beverly B. "Teacher judgments of first‐graders' reading enthusiasm." Reading Research and Instruction 25, no. 1 (January 1986): 41–46. http://dx.doi.org/10.1080/19388078509557857.

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Rafsanjani, Mohamad Arief, and Etika Dhewi Rahmawati. "Stress Exposure and Psychological Well-being: Study on Beginning Teacher." JABE (JOURNAL OF ACCOUNTING AND BUSINESS EDUCATION) 3, no. 2 (June 13, 2019): 162. http://dx.doi.org/10.26675/jabe.v3i2.5757.

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A beginning teacher is someone who has just started his/her career as a teacher or someone who has just graduated from college and is working as a teacher. This transition from student to worker (as a teacher) is a critical period since it is often associated with stress (Dicke et al., 2015; Smith and Ingersoll 2004). This study examines the relationship between stress exposure (seen from stress exposure in class and outside class) and the psychological well-being of beginning teachers (seen from work enthusiasm and emotional exhaustion). This study is conducted on 325 beginning teachers of senior high schools in Malang as samples collected using a random sampling technique. The data are analyzed by using a Structural Equation Modeling (SEM). The results show that stress exposure in class and outside class has negative effect on work enthusiasm but, on the other hand, had positive effect on emotional exhaustion. This shows that stress exposure has significant effects on beginning teachers’ psychological well-being.
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Dissertations / Theses on the topic "Teacher enthusiasm"

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Ding, Peng. "The nature and impact of teacher enthusiasm in second language acquisition." Thesis, University of Nottingham, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.495058.

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'Enthusiasm' is claimed to be one of the most important ingredients of effective teaching. It is assumed in the studies that enthusiasm is a well-defined behavioural state which can be recognized and reproduced. However, at closer inspection the term becomes elusive and several ions arise: Is enthusiasm a universally valid category or does it bear cultural and individual differentiation? And does it always lead to good teaching? If not, which aspects are central? This study was designed using a hybrid qualitative method which consisted of a mixture of three different methods: multiple-case studies, in-depth interviews and classroom observations.
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Keller, Melanie [Verfasser], Hans E. [Akademischer Betreuer] Fischer, and Knut [Akademischer Betreuer] Neumann. "Teacher Enthusiasm in Physics Instruction / Melanie Keller. Gutachter: Hans E. Fischer ; Knut Neumann." Duisburg, 2011. http://d-nb.info/101542791X/34.

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Wood, Andrea M. "The effects of teacher enthusiasm on student motivation, selective attention, and text memory." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/nq31111.pdf.

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Turner, Sarah. "An investigation of teacher well-being as a key component of creativity in science classroom contexts in England." Thesis, Loughborough University, 2016. https://dspace.lboro.ac.uk/2134/21744.

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This thesis considers pupils attitudes, teachers (and pupils ) creativity and teacher well-being. These three terms represent factors that are closely linked and have a synergistic relationship in determining learning outcomes. Research concerning these factors, and in particular the findings of action research concerning teachers well-being, are presented through eleven publications. This thesis, when viewed as a single piece of work, provides an insight into teachers everyday experiences, professional lives and their responsibilities. It utilises several research methods including questionnaires (approx. 200 teachers; 150 pupils), interviews (approx. 50 trainee teachers), and diaries (N = 2). The key findings suggest that more clarity is required concerning the meaning of creativity for all primary and secondary teachers and how it should be embedded in teachers practice. A safe classroom, one where a child can make mistakes, take risks and share their thoughts and feelings, is necessary for this to occur; teachers understanding of this concept is considerable and broadly based; however, results suggest that teachers approach this in different ways. Trainee teachers well-being is affected by their school placements and therefore time for them to learn and share with their peers was found to be both necessary and important. It was also found that the trainee teachers benefited from being taught about time-management as this skill was beneficial for their role. An intervention of a 90 minute lecture addressing stress, time-management, psychology models such as Maslow s hierarchy of needs and Rogers core conditions, was researched and proven helpful for trainee teachers (primary and secondary science). However, more discussion of the topics and models was required and therefore three workshops per academic year were trialled with the aim of creating a community of practice to normalise experiences. Questionnaire and interview data were highly positive about this intervention and evaluation of the content showed it was beneficial during school placements. The conclusion of this work is that creative pedagogy and a teacher s well-being are related: if we want our teachers to be creative practitioners in the classroom, we need to ensure that they are well in themselves. Although this conclusion is from a small case study, it could be generalizable to other teacher training courses and a crucial area for those working in teacher education to consider. Supporting and training trainee teachers in how to manage their professional lives so they are equipped personally and emotionally is reported in the findings as necessary for the profession.
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Albelushi, Auhoud Said. "A study of Omani teachers' careers : a journey from enthusiasm." Thesis, University of Warwick, 2003. http://wrap.warwick.ac.uk/2501/.

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Social relationships within the school and recognition of teachers' efforts are two main elements respondents say are crucial for their sense of career satisfaction. However, "satisfaction" is found to be a complex concept, and one which allows a deeper and more comprehensive conceptualizing of respondents' lives. While teachers may display a sense of "job comfort", in which they are generally comfortable with "satisfactory" work conditions, this proves to be a superficial expression of contentment. "Job fulfilment", on the other hand, describes a deeply satisfying relationship with the tasks they do, and the school environment generally: "job fulfilment" suggests an experience of a profound sense of comfort with the intrinsic rewards of their job. The research suggests there are important implications in terms of how intrinsic and extrinsic satisfiers work both in relation to the wider social structure, as well as within the school itself. My research recognized that respondents moved through four main career stages: the academic stage, the novitiate stage, the maturation stage and the mid-career stage. Each stage was marked with specific characteristics; teachers in each stage expressed different, though clearly related concerns. This research presents a clear linkage between the initial decision to teach, subsequent development of a commitment to teaching, and the concomitant desire to quit. The research examines the applicability to Oman of extant models of teacher career stages, developed in the Western literature, and considers where an Omani developmental model may agree with and where depart from these models. The overall findings illustrate the powerful role of socio-cultural forces on teachers' professional and personal development and, considering these, facilitate the discussion of issues of gender and job satisfaction within the teaching profession. Wider extrapolations from the data analysis may help generate further research on teachers, giving them the voices they need for their future development and empowerment.
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Wickman, Emelie, and Emma Näslund. ""Ett fundamentalt jätteviktigt ämne" : En kvalitativ studie om de professionellas bild av den ämnesövergripande sex- och samlevnadsundervisningen på högstadiet." Thesis, Mälardalens högskola, Akademin för hälsa, vård och välfärd, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-53447.

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Syftet med studien var att undersöka professionellas syn på den ämnesövergripande sexualundervisningen samt vilka förutsättningar professionella har att skapa en jämställd och normkritisk sexualundervisning för unga på högstadiet. Studien önskade besvara följande frågeställningar; Vad anser professionella om att sex- och samlevnadsundervisningen ska ske ämnesövergripande? Vilka brister och styrkor ser professionella med dagens sex- och samlevnadsundervisning? Anser professionella att skolan arbetar normkritiskt i sex- och samlevnadsundervisningen för att motverka att normativa könsroller begränsar unga? Utifrån en kvalitativ metod utgår studien från sex semistrukturerade intervjuer med professionella i Mellansverige som undervisar i sex och samlevnad. Studien grundar sig i ett konstruktionistiskt ramverk med inspiration från Paulo Freires kritiska teori, begreppet genus och normkritiskt perspektiv. En tematisk analys genomfördes för att utläsa likheter och skillnader i materialet vilket sedan analyserades utifrån valda begrepp. Resultatet visade att skolor inte arbetar ämnesövergripande trots att det är ett krav samt att tidsbristen påverkar undervisningens kvalitet. Dock kunde vi se att det fanns ett tydligt engagemang och en vilja hos de som undervisade att skapa en god sex- och samlevnadsundervisning utifrån ett normkritiskt och jämställt perspektiv.
The purpose of the study was to explore professionals' views on interdisciplinary sex education and what preconditions professionals have to create a gender-equal and norm-critical sex education for young people in upper secondary school. The study wanted to answer the following questions; What do professionals think about sex education taking place across subjects? What strengths and shortcomings do professionals see with today's sex education? Do professionals believe that the school works norm critically in sex education to counteract that normative gender roles limit young people? Using a qualitative method, the study is based on six semi-structured interviews with professionals in the middle of Sweden who teach sex education. The study is based on a constructionist framework with inspiration from Paulo Freire's critical theory, the concepts of gender and norm-critical perspective. A thematic analysis was carried out to read similarities and differences in the material, which was then analyzed based on selected concepts. The results showed that schools do not work interdisciplinary even though it is a requirement and that the lack of time affects the quality of teaching. However, we could see that there was a clear commitment and a will on the part of those who taught to create a good quality sex education from a norm-critical and equal perspective.
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Chen, Wen-Chang, and 陳文長. "A Study of Teacher Enthusiasm, Development Trend,and Influential Factors of Teacher Enthusiasm ofPhysical Education Teachers in the Elementary School." Thesis, 2005. http://ndltd.ncl.edu.tw/handle/86826911341241092855.

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博士
國立體育學院
體育研究所
93
The main purpose of this paper was to understand teacher enthusiasm, influential factors of teacher enthusiasm, and development trend of teacher enthusiasm of physical education teachers in the elementary school. This study chose gender, professional background, the highest educational degree, teaching grade, the hours of participating conference, further education, and participating sport teams training as the background variables to understand the differences betweens those teacher’s background variables in these three sides, and the canonical correlation betweens teacher enthusiasm and influential factors. The participants of this paper included teachers of the elementary schools in these districts of Taiwan, Penghu, Kinmen and Matsu. It adopted self-developed questionnaire as the measure tool. Both stratified random sampling and cluster sampling were used to sample 1000 teachers in the above four districts. Finally, the 877 questionnaires (87.7%) were validly returned. The data was analyzed by statistic methods of ANOVA, canonical correlation, and trend analysis. The results of this paper were as follows: 1. In terms of teacher enthusiasm, it was above moderate degree and teachers’ background variables resulted in significant difference except for variables of teaching grade. 2. In terms of influential factors of teacher enthusiasm, it was above moderate degree and teachers’ background variables resulted in significant difference except for variables of teaching grade. 3. In terms of the correlation betweens teacher enthusiasm and influential factors, the result indicated that there were positive correlation and three canonical factors existence betweens teacher enthusiasm and influential factors, and these three canonical factors can explain 43.70% total variance. 4. In terms of development trend of teacher enthusiasm, it showed slow down trend and all teachers’ background variables resulted in significant difference except for variables of gender. Finally, based on the results of this study, researcher provided some commendations in the physical education learning fields as the references for future study.
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Kim, Tae Hee. "Mediating effects of teacher enthusiasm and peer enthusiasm on students' interest in the college classroom." Thesis, 2011. http://hdl.handle.net/2152/ETD-UT-2011-05-2801.

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For teachers and educators, developing students’ interest in the classroom has been a primary concern. Relatedly, for decades educational researchers have explored the construct of interest and the factors that influence students’ interest. However, despite the importance given to context to interest development in these theoretical descriptions, less attention has been paid to understanding teacher and classmate characteristics as contextual factors that may influence, positively and negatively, students’ interest. Therefore, with the goal of exploring the role of the teacher and classmates in students’ interest in a course throughout a semester, this study explored mediator effects of students’ perceptions of teacher enthusiasm and of peer enthusiasm on the relation between their initial interest and their situational interest at the end of the semester. Also, students’ motivation for affiliation with their teacher and with peers was added to investigate associations between these student variables and their perceptions of teacher and peer enthusiasm. Data were collected in 12 different classes with different instructors. In total, 455 students participated in the study, by filling out surveys at the beginning and end of the semester. For the main analysis, a path analysis was used in order to explore the relationships among initial interest, background knowledge, perceptions of teacher enthusiasm, perceptions of peer enthusiasm, motivation for affiliation with the teacher, motivation for affiliation with peers, and the situational interest variables of “hold interest” and “catch interest” at the end of the semester. Results indicated that the relationships between initial interest and “hold” as well as “catch” interest were mediated by perceptions of peer enthusiasm but not teacher enthusiasm. Also, perceptions of teacher enthusiasm and of peer enthusiasm had direct effects on “hold” interest as well as “catch” interest. Also, students’ affiliative motivation with the teacher and peers had direct effects on their perceptions of teacher and peer enthusiasm. Overall, this study makes a contribution to an appreciation for the importance of contextual factors as well as students’ own individual variables to understanding the mechanisms by which students’ interest in a course develops and is maintained throughout the semester.
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黃莞舒. "A Study on the Influential Factors of Teacher Enthusiasm in the Elementary School." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/93643084973274205169.

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碩士
國立彰化師範大學
財務金融技術學系
102
This study was aimed to understand the teacher enthusiasm and their influential factors for the elementary school in Changhua County. First of all, this study was implemented by reviewing related literatures and researches. The expert review investigate were constructed the connotation of questionnaires. Then, the research data was collected by questionnaires investigation, 400 samples were collected in Changhua County, and 390 valid copies were returned (response rate of 98 %). The acquired data was analyzed with statistical methods of descriptive statistics, independent sample t-test, One-way ANOVA, and Pearson Product-moment Correlation. According to the analytical result, I was concluded that as follow: 1. The teacher enthusiasm of elementary school in Changhua County was medium to high degree, whereas another variable, “Care for students” gets higher score. 2. The influential factors of teacher enthusiasm were medium degree, and the “Individual personality traits” was higher score. 3. The effects of position and school size for the teacher enthusiasm were statistically significant. 4. The effects of gender, educational background, and school size for the influential factors of teacher enthusiasm were statistically significant.. 5. The teacher enthusiasm and their influential factors were demonstrated to be negative correlation. From the above findings and conclusions, some suggestions can be made as reference for educational administrative institutions, school administration, elementary school tutorships, and further study in the future.
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Lin, Kai-yu, and 林凱瑜. "A Study on Teaching Enthusiasm Related to the Strategies for Elementary School Teachers Coping with Parent-teacher Conflicts." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/90587128279920448456.

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碩士
世新大學
資訊傳播學研究所(含碩專班)
103
With the publishing of laws and changes to social atmosphere, parents’ participation in their children’s education is increasing day by day. Communication between parents and teachers has become more frequent. It is difficult to avoid conflicts from parent-teacher communication, and it is imperative to find resolutions to these conflicts and to improve teachers’ enthusiasm towards their profession. This study based on elementary school teachers in Sanxia and Yingge District used a survey as a method to collect data. According to the results of this study, teachers are used to using a cooperative posture as coping strategies for parent-teacher conflicts – resolving conflicts in a positive and gentle way. They seldom use an avoidance posture as coping strategies. There are obvious differences on coping strategies for teachers depending on variables such as age, marital status, teaching experience, and grade level. The teaching enthusiasm of elementary school teachers is above the average, and they received the highest score for the “Caring for Students” criteria. There are obvious differences on teaching enthusiasm for teachers depending on variables such as age, marital status, teaching experience, grade level, and educational background. Coping strategies for parent-teacher conflicts has obvious effects on teaching enthusiasm. Using a cooperative or compromising posture could improve teaching enthusiasm, but taking a dominant or avoiding posture could lead to a decrease.
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Books on the topic "Teacher enthusiasm"

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Michal, Elva Tice. Rx̳, intentional teaching: Enthusiasm caplets for the independent music teacher. Dubuque, Iowa: Kendall/Hunt Pub. Co., 1991.

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The motivated student: Unlocking the enthusiasm for learning. Alexandria, Va: Association for Supervision and Curriculum Development, 2009.

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Richard, Dunn, ed. Sporting injuries: Indispensable for players, coaches, teachers, parents, and all fitness enthusiasts. St. Lucia [Qld.]: University of Queensland Press, 1987.

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Guy, Larkins A., ed. Teacher enthusiasm: A critical review. Hattiesburg, Miss: Educational and Psychological Research, University of Southern Mississippi, 1985.

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Frankel, Charles. Pleasures of Philosophy: A Distinguished Teacher Shares His Knowledge and Enthusiasm. Norton & Company, Incorporated, W. W., 2008.

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The construct validity of a scale to measure teacher enthusiasm in secondary physical education. 1992.

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Trevarthen, Colwyn. What young children give to our learning. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198747109.003.0002.

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Studies of the cleverness of young children reveal that education, or schooling, is a cultivation of inherent motives of human pleasure in cooperative and creative life. An experienced teacher in a kindergarten, or a supervisor of doctoral students at university, supports affectionate and curious pupils who are ready to learn new stories of knowing and doing. François Rabelais, a sixteenth-century humanist, and Paulo Freire in Pedagogy of the Oppressed, have rejected ‘the absurd idea of pouring in knowledge’. Educators who act like a loving parent to help the child learn in playful and musical or poetic companionship are guiding the strengths of human nature. Officials appointed to administer education for the government of society need to understand that it is the human mind's convivial enthusiasm that inspires a lifetime of learning with many teachers. They need to listen to parents, to experienced teachers, and to children.
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Trevarthen, Colwyn, Jonathan Delafield-Butt, and Aline-Wendy Dunlop, eds. The Child's Curriculum. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198747109.001.0001.

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The Child’s Curriculum Group was created by former nursery school teachers concerned about reduction of local government support for the schools they had nurtured. They have a lifelong commitment to excellent provision for young children and their families and they urge recognition of the benefits to a child and their lifetime of learning when parents and nursery educators nourish companionship in discovery of meaning for work and play in early years. The child’s enthusiasm inspires development of a generous and valued ‘common sense’ in the community. The editors of our book are academics who investigate how the young child shares human vitality and learning. Aline-Wendy Dunlop, Emeritus Professor in Education at Strathclyde University, is Scottish Coordinator for the Pedagogies of Educational Transitions Project (POET), and Vice President of Early Education. She was head teacher at Westfield Court Nursery School in Edinburgh. Jonathan Delafield-Butt is Senior Lecturer in Child Development in Education at Strathclyde on the neuroscience and psychology of human movement and its growth in affectionate care for meaning-making. Colwyn Trevarthen, Emeritus Professor in Psychology in Edinburgh, and Vice President of Early Education, is a psychobiologist with 50 years’ experience in charting the development of communication from birth to symbolic communication by speech and writing. We invited experts in early education and care in different human worlds to share their experience of the strengths of children, and received wonderful contributions. We acknowledge the inspiration from the teachers who founded the Child’s Curriculum project in 2006, and who continue to guide its progress.
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Dunn, Richard, and Peter Dornan. Sporting Injuries: Indispensable for Players, Coaches, Teachers, Parents, and All Fitness Enthusiasts. University of Queensland Pr (Australia), 1988.

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Jackson, Steven F. Teaching with Technology: Active Learning in International Studies. Oxford University Press, 2017. http://dx.doi.org/10.1093/acrefore/9780190846626.013.317.

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The adoption of new technologies in instruction will change the nature of instruction itself. There are four broad categories of the potential benefits of technology in higher education: off-loading; enhanced resources; enriched conventional class lecture/discussion; and outreach through distance education. Other college and university administrators have seen technology as either a money-saving or money-making tool for their institutions. The technologies most commonly associated with pedagogy include desktop software, internet-mediated communications, World Wide Web pages, distance education courseware, internet access to statistical databases, Geographic Information Systems (GIS), cellphone and personal digital assistant applications, and classroom response systems (CRS). There has been a modest and somewhat sporadic literature on teaching with technology in international studies, much of which follows the development of new technologies, such as personal computers, the World Wide Web, and courseware development. The three major themes in the scholarship on technology in teaching and learning in international studies include technology-based enthusiasm/experimentation, comparative studies, and skepticism. However, some of the challenges to scholarship in teaching and learning with technology: the use of technology has become so pervasive, accepted, and easy that few teacher-scholars bother to write in scholarly journals about the act; weak structure of incentives for studying the use of technology in teaching and learning; and technological instability and discontinuity. Nevertheless, there are some technologies and trends that may appear in the future international relations course. These include podcasting, Real Simple Syndication (RSS) Feeds, Twittering, and Wikipeda and Google Books.
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Book chapters on the topic "Teacher enthusiasm"

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Schwarzer, C., and W. Schreiber-Neumann. "Teacher Enthusiasm: Congruence between Ratings and Behaviour." In Recent Research in Psychology, 55–65. Berlin, Heidelberg: Springer Berlin Heidelberg, 1990. http://dx.doi.org/10.1007/978-3-642-84256-6_5.

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Kunter, Mareike. "Motivation as an Aspect of Professional Competence: Research Findings on Teacher Enthusiasm." In Cognitive Activation in the Mathematics Classroom and Professional Competence of Teachers, 273–89. Boston, MA: Springer US, 2013. http://dx.doi.org/10.1007/978-1-4614-5149-5_13.

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Gilles, Brent, and Gayle A. Buck. "Exploring Our Theoretical and Practical Understandings of Enthusiasm in Science Teaching: A Self-Study of Elementary Teacher Preparation." In Enhancing Professional Knowledge of Pre-Service Science Teacher Education by Self-Study Research, 121–41. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-32447-0_6.

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Olga, Khatsrinova, Mansur Galikhanov, and Khatsrinova Julia. "Interrelation of Enthusiasm for Work and Professional Burning Out at Teachers of Engineering Higher Education Institution." In The Challenges of the Digital Transformation in Education, 710–19. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-11935-5_67.

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"Teacher enthusiasm." In PISA 2018 Results (Volume III), 87–95. OECD, 2020. http://dx.doi.org/10.1787/b9ed2d5d-en.

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Mifsud, Maria. "How much does teacher enthusiasm affect student learning?" In Perspectives on Educational Practice Around the World. Bloomsbury Academic, 2019. http://dx.doi.org/10.5040/9781350076372.ch-009.

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Steele, Danny, and Todd Whitaker. "Student Engagement Is Usually in Direct Proportion to Teacher Enthusiasm." In Essential Truths for Teachers, 8. Routledge, 2019. http://dx.doi.org/10.4324/9780429022029-4.

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"Sharing Enthusiasm: A textbook – and a teacher – with a difference." In Ian Donald, 20–31. Cambridge University Press, 2004. http://dx.doi.org/10.1017/cbo9781107784673.006.

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"Enthusiasm and the sort of 7 per cent rule." In Why Do I Need a Teacher When I've got Google?, 195–200. Routledge, 2010. http://dx.doi.org/10.4324/9780203846087-37.

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"Enthusiasm and the sort of 7 per cent rule." In Why Do I Need a Teacher When I've got Google?, 210–16. Routledge, 2014. http://dx.doi.org/10.4324/9781315767628-31.

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Conference papers on the topic "Teacher enthusiasm"

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Vančíková, Katarína. "UNIVERSITY TEACHER AS A MOTIVATOR - THE ASPECT OF EMPATHY AND ENTHUSIASM." In 13th annual International Conference of Education, Research and Innovation. IATED, 2020. http://dx.doi.org/10.21125/iceri.2020.0706.

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Kasimatis, Katerina, Vasiliki Kontogianni, Andreas Moutsios-Rentzos, and Varvara Rozou. "IDENTIFYING THE EFFECTIVE TEACHER: THE CONCEPTIONS OF PRE-SERVICE ASSISTANT NURSES." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end027.

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In this paper, we focus on the conceptions of effective teaching that pre-service assistant nurses hold about effective and ineffective teaching during their training in Public Vocational Training Institutes (DIEK) in Greece. We focused on three aspects of teaching effectiveness: 1) The model of Patrick and Smart (1998), who identified three groups of effective teacher characteristics includes; respect for students, ability to challenge students, organisation and presentation skills; 2) Considering the hands-on teaching experiences of pre-service assistant nurses, we explored their conceptions about teaching effectiveness in problem-based learning educational settings, based on Mayo, Donnelly, Nash and Schwartz (1993), who investigated, amongst others enthusiasm, active interaction and providing feedback. 3) The communicational aspect of teaching effectiveness, drawing upon the work of McCroskey and Richmond (1990) about socio-communicative styles, who identified two dimensions of interpersonal communication; namely assertiveness and responsiveness. All three aspects were explicitly investigated for both effective and ineffective teaching. A three-section (in line with the three-faceted conceptualisation of teaching effectiveness), 56 Likert-type items, questionnaire was completed by 125 students. Our analyses allowed us to identify which aspects of teaching characterise the effective teacher and which are present both in the effective and the ineffective teacher.
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Kelonye, Festus B., Isaac Ipara Odeo, Ooko Selline, Nashon Samson, and Godfrey S. Juma. "Contextual Enablers and Hindrances of Girl Child Participation in STEM Education in a Kenyan County: A Case Study." In The 3rd International Conference on Future of Education 2020. The International Institute of Knowledge Management, 2020. http://dx.doi.org/10.17501/26307413.2020.3101.

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In Kenya, student performance in sciences and Mathematics is still low compared to artoriented disciplines. The poor performance has affected not only the Girl child’s interest in these disciplines but also the number of girls that take STEM-oriented programs at tertiary levels. Several mitigating measures have been enacted although the situation has not changed much. This paper reports a study that explored contextual enablers and hindrances of Girl Child participation in STEM education in a Western Kenyan county. The study employed a case study approach by administering structured questionnaires, interview schedule and focused group discussion guide for data collection. The data were analyzed using both quantitative and qualitative methods and revealed that: 1) lesson development that connected science concepts to activities in the local context motivated and improved girl child’s participation and performance in contextualized learning activities and 2), familiarity with the materials and tools used in planning and implementing contextualized learning activities evoked the girl child’s enthusiasm and courage to exchange knowledge and ask more curiosity focused questions. Also revealed were hindrances including: 1) teachers’ initial training that did not prepare them for this way of teaching and it was not and has not been modeled for them during their preservice education or the ongoing professional development workshops; and 2) the exam driven nature of the curriculum serving as a hindrance to teacher innovation and creativity in instructional techniques. The study recommends a more creative and innovative teacher training system and focused research to monitor girl child participation and performance in STEM education. Keywords: Contextualized learning; Girl Child, STEM education; performance
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Ayanian, Nora, James F. Keller, Paul J. White, and Vijay Kumar. "Sparking a Lifelong Interest in Engineering Through a Summer Academy in Robotics." In ASME 2010 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. ASMEDC, 2010. http://dx.doi.org/10.1115/detc2010-29154.

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We have developed an intensive, three-week summer robotics program for high school students. The program requires special teaching methods since it is offered to rising 10th through 12th grade students with diverse backgrounds, and a low student/teacher ratio to ensure all students grasp the material. We use a project-based learning approach, assigning the students a series of specially tailored labs and projects designed to engage and challenge while preparing them for the main element of the program, the design of a semi-autonomous robotic vehicle whose mission emulates that of NASA’s Martian rovers. The project culminates with testing of their vehicles on an obstacle course. A series of targeted design reviews are held as the project unfolds to keep all designs on schedule. We leverage the spirit of competition to heighten the enthusiasm of the students and sustain their interest through the long-hours required to design and build a successful robot. The students get hands-on experience with mechanism design, electronics, computer-aided-design and manufacturing, and microprocessor programming, and are engaged in discussions on applications of robotics in both academia and industry to provide a “grounding” of the material.
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"A Review of Project Management Course Syllabi to Determine if They Reflect the Learner-centred Course Pedagogy [Abstract]." In InSITE 2019: Informing Science + IT Education Conferences: Jerusalem. Informing Science Institute, 2019. http://dx.doi.org/10.28945/4323.

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Aim/Purpose: Project Management (PM) capability is one of the skill sets that employers across a broad range of industries are seeking with a projected current talent deficit of 1.5 million jobs. Background A course syllabus is both a tool and a resource used by the learners, the faculty, and the school to articulate what to learn, how to learn, and how and when to access and evaluate the learning outcomes. A learner-centred course syllabus can enhance the teaching, the learning, and the assessment and evaluation processes. A learner-centred pedagogy seeks to create a community of learners by sharing power between the teachers and the students, providing multiple assessments, evaluations, and feedback mechanisms. Methodology: This study seeks to find out if the PM course syllabi reflect the attributes of a learner-centred pedagogy through a content analysis of 76 PM course syllabi gathered in 2018 from instructors affiliated with the Association to Advance Collegiate Schools of Business (AACSB) in the USA. Contribution: On the issue of PM content, only seven percent (7%) of the syllabi articulate that students would be involved in “real world” experiential projects or be exposed to the Project Management Body of Knowledge (PMBOK) areas and process groups. Findings: The results reveal that PM instructors fall short in creating a community of learners by not disclosing their teaching philosophy, beliefs, or assumptions about learning and tend not to share power, and do not encourage teacher-student interactions. Recommendations for Practitioners: Schools should try to align their programs both to the local and the national job markets by engaging PM practitioners as advisors. When engaged as ad-visors, PM practitioners provide balance and direction on curriculum design or redesign, emerging industry innovations, as well as avenues for internships and job opportunities. Recommendation for Researchers: PM has various elements associated with entrepreneurship and management and is also heavily weighted towards the use of projects and technology, making it a good candidate for learner-centred pedagogy. However, researchers should explore this assertion further by comparing the attainment of learning outcomes and students’ overall performance in a learner-centred and a non-learner-centred PM course. Impact on Society: To minimize this talent deficit individuals as well as the academy should invest in PM education and one approach that may increase the enthusiasm in the PM coursework is having a learner-centred pedagogy. Future Research: Researchers should explore this line of research further by gathering syllabi from other regions such as the European Union, Asia, Africa, Australia, etc. as well as conduct a comparative study between these various regions in order to find if there are similarities or differences in how PM is taught.
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Chen, Yujia, Chongwen Wang, and Zefeng Jian. "Research on Evaluation Algorithm of Teacher's Teaching Enthusiasm Based on Video." In ICRAI 2020: 2020 6th International Conference on Robotics and Artificial Intelligence. New York, NY, USA: ACM, 2020. http://dx.doi.org/10.1145/3449301.3449333.

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Dunn, Lee. "Social Media as a Professional Medium: an equilibrium of enthusiasm and protection for student teachers." In Social Media for Learning in Higher Education 2015. Sheffield Hallam University, 2016. http://dx.doi.org/10.7190/socmedhe/2015/2.

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"Explaining Performance Using a Multi-Media Tool." In InSITE 2019: Informing Science + IT Education Conferences: Jerusalem. Informing Science Institute, 2019. http://dx.doi.org/10.28945/4354.

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Aim/Purpose: Multimedia has been accepted as an enhanced learning medium. We present in this paper the application of a multimedia tool to teach the entity relationship diagram and its effect on performance. Background: Based on the theory of flow and, more specifically, cognitive absorption and perceptions (usefulness and, ease of use, attitudes and intentions) we propose a model to explain performance after using a multimedia tool. Methodology: A survey methodology approach was used. Structural equation modeling was performed to test the model hypotheses. Contribution: Empirical work on the effects of multimedia on learning is relatively little and its effect on performance is not studied. Findings: Impact of cognitive absorption on perceptions is strong and intentions play an important role in mediating the relationship between attitudes and performance. Recommendations for Practitioners: Need to consider flow by including competition and gaming into multimedia learning tools. Also, practitioners need to integrate leveling capabilities to the multimedia experience. Recommendation for Researchers: Empirical studies on the impact of flow variables such as boredom, anxiety, enthusiasm on performance.
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Turian, Emma, and Lidia Filus. "Initiating a Translational Bio-Mathematics Research Seminar for Undergraduate Students." In Fourth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.8199.

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The aim of this paper is to illustrate the benefits and the drawbacks of an experimental process on how to develop and teach an interdisciplinary applied math course. The analysis comes from our experience gained during the development and teaching of a temporary seminar called: Mathematical Modeling for Cancer Risk Assessment, implemented at our University. The need for the initiation of such an interdisciplinary course came from an increasing national effort started by Mathematical Association of America’s “Curriculum Foundations Project: Voices of the Partner Disciplines”. Their study found that research in biology and health-related fields has become more quantitatively oriented than in the past, therefore mathematical curricula should incorporate interdisciplinary modulation. Our seminar instruction included: writing and mathematical software skills, content lecture, project development and presentation. Results showed that students best interact with each other if work is performed during class time; mainly if a large project with possible variations is developed in class, so students or groups of students follow using the same pace. Implementing such interdisciplinary course that provided students with appropriate tools and methodologies, contributed to student retention, and increased students’ enthusiasm towards future research programs, carriers, and graduate schools.
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Smith, Warren F., Michael Myers, and Brenton Dansie. "F1 in Schools: An Australian Perspective." In ASME 2012 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2012. http://dx.doi.org/10.1115/imece2012-86240.

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The Australian Government and industry groups have been discussing the projected “skills shortage” for a number of years. This concern for the future is mirrored in many countries including the USA and the UK where the risk is not having sufficient skilled people to realise the projects being proposed. Growing tertiary qualified practicing engineers takes time and commitment but without the excitement of the possibility of such a career being seeded in the youth of the world, school leavers won’t be attracted to engineering in sufficient numbers. In response, one successful model for exciting school children about engineering and science careers is the international F1inSchools Technology Challenge which was created in the UK in 2002 and implemented in Australia in 2003. It is now run in over 300 Australian Schools and 33 countries. In the Australian context, the program is managed and promoted by the Reengineering Australia Foundation. It is supported and fostered through a range of regional hubs, individual schools and some exceptional teachers. Presented in this paper are some perspectives drawn particularly from the Australian experience with the program over 10 years — which by any measure has been outstanding. The F1inSchools model has been designed specifically through its association with Formula One racing to attract the intrinsic interests of students. It is based on the fundamentals of action learning. Role models and industry involvement are utilised as motivation modifiers in students from Years 5 to 12. While immersing children in project based learning, the program explicitly encourages them to engage with practicing mentors taking them on a journey outside their normal classroom experience. In this program, students have the opportunity to use the design and analysis tools that are implemented in high technology industries. Their experience is one of reaching into industry and creative exploration rather than industry reaching down to them to play in a constrained and artificial school based environment. Anecdotally F1inSchools has been very successful in positively influencing career choices. With the aim of objectively assessing the impact of the program, doctoral research has been completed. Some key findings from this work are summarized and reported in this paper. The children involved truly become excited as they utilise a vehicle for integration of learning outcomes across a range of educational disciplines with a creative design focus. This enthusiasm flows to reflective thought and informed action in their career choice. As a result of F1inSchools, students are electing to follow engineering pathways and they will shape tomorrow’s world.
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