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Journal articles on the topic 'Teacher respect'
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1
Goodman, Joan F. "Respect-due and respect-earned: negotiating student–teacher relationships." Ethics and Education 4, no. 1 (March 2009): 3–17. http://dx.doi.org/10.1080/17449640902781356.
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Menon K.P, Seema, and Sobha K. "TEACHER EFFICACY OF SECONDARY SCHOOL TEACHERS." International Journal of Research -GRANTHAALAYAH 5, no. 6 (June 30, 2017): 637–43. http://dx.doi.org/10.29121/granthaalayah.v5.i6.2017.2096.
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The study aims to find out the teacher efficacy of secondary school teachers. The sample for the present study consisted of 350 secondary teachers of Kerala. In this study the investigators used a teacher Efficacy scale to measure the teacher efficacy of secondary school teachers. The study reveals that secondary school teachers possess an average level of teacher efficacy and also that there exist significant difference in the mean scores of teacher efficacy with respect to type of management and teaching experience, but no significant difference exist in the mean scores of teacher efficacy with respect to Gender and locale and Subject of specialization.
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Pipin, Aep. "Students’ Etiquette towards Teachers According to Syaikh Burhanuddin Az-Zarnuji." Interdisciplinary Social Studies 1, no. 1 (October 20, 2021): 1–9. http://dx.doi.org/10.55324/iss.v1i1.1.
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A deterioration in students' morality and etiquette in the classroom is a result of Indonesian education virtually losing its status as the study idol of the students. As a result, education becomes purely goal-oriented, with a singular focus on receiving a diploma. In actuality, one must first show respect to their teacher in order to learn, and then the effects might become apparent later. This study aims to: (1) Discover the concepts of students’ etiquette to teachers according to Syaikh Burhanuddin Az-Zarnuji in the book of Ta'lim Muta'allim Tariq At-Ta'allum in Fashl Ta'dzimul Ilmi wa Ahlih (2) Discover the pattern in learning about students’ etiquette to their teachers according to Syaikh Burhanuddin in the book of Ta'lim Muta'allim Tariq At-Ta'allum in Fashl Ta'dzimul Ilmi wa Ahlih. This study used a qualitative approach. The method used was descriptive. The data collection implemented was library research. The object being researched, as well as the data source, was the book Ta'alim Muta'alim by Syaikh Burhanuddin Az-Zarnuzi. The data collection method uses descriptive methods and the author performed content analysis. The results showed that students' etiquette towards teachers are students must always respect the teacher and the teacher's family, protect the rights of the teacher, do not walk in front of the teacher, do not sit in the teacher's place, do not start a conversation without the teacher’s permission, do not ask something when the teacher is bored, be on time, do not knock on the door of the teacher's house but be patient waiting for the teacher to come out.
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Göksoy, Süleyman. "Professional Development Levels of Teachers in Respect of Developmental Supervision Areas." Pedagogika 129, no. 1 (April 25, 2018): 15–32. http://dx.doi.org/10.15823/p.2018.02.
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The present research aimed to determine the professional development levels of teachers according to developmental supervision approach. Case study method from qualitative research methods was used in the data collection. Educators participated in the research state that the professional development areas of the teachers should be comprised of eight main areas. These areas defined by the educators are lesson preparation and planning, teaching-learning process (lesson), assessment and evaluation, professional development, communication, counselling, classroom management, projects and time management. Therefore, it can be indicated that the determined professional development areas of teacher should be prioritized in order to increase both educational quality and teacher performances.
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Veigele, William J. "Teacher harassment and a loss of respect." Physics Today 73, no. 8 (August 1, 2020): 12. http://dx.doi.org/10.1063/pt.3.4540.
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Targamadze, Vilija, Vaiva Juskiene, and Mariam Manjgaladze. "TEACHER TRAINING: EDUCATIONAL ACTIVITIES FOR PRE-SERVICE TEACHERS." INTERNATIONAL JOURNAL OF MULTILINGUAL EDUCATION VI, no. 2 (December 29, 2018): 37–48. http://dx.doi.org/10.22333/ijme.2018.12005.
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Teacher training has always been a challenge as teachers are prepared for work in the future, with a focus on developing the competencies required for a future person. Therefore, it is expedient to identify the competencies that he or she needs to develop. It is likely that those will be new directions of competence: creating new value, reconciling tensions and dilemmas, taking responsibility. In order to implement these or other competencies and literacies, it is necessary to model the study programmes of teacher training and educational activities used by teacher educators in pursuit of these goals. It is the suitability of educational activities used for the training of educators, working with the new generation, that is analysed in this article. In 2018, an empirical research was carried out on the suitability of the types of educational activities, as distinguished by D. Leclercq and M. Pournay (2005), used by the teacher educator in the preparation of pre-service teachers, with respect to the opinion of educational science researchers – experts. The research included nine researchers selected according to particular criteria, who were from three countries, namely Georgia, Latvia and Lithuania. There were three researchers from three different countries who assessed the suitability of educational activities by answering in writing to the questions submitted in the questionnaire. According to the experts, all types of educational activities may actually be suitable as long as they are targeted and properly designed to achieve the intended learning goals.
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Banks, Joanne, and Emer Smyth. "“We Respect Them, and They Respect Us”: The Value of Interpersonal Relationships in Enhancing Student Engagement." Education Sciences 11, no. 10 (October 13, 2021): 634. http://dx.doi.org/10.3390/educsci11100634.
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Attempts to understand the patterns behind student disengagement and early school leaving have traditionally focussed on early school leavers’ individual characteristics. More recently, however, studies have begun to focus on the extent to which early school leaving is shaped by school-level factors, and in particular the central role of teachers and pedagogy, in (dis)engaging students. Studies have consistently shown how negative teacher–student relations can dominate the lives of young people, leading to poor attendance and behavioural issues which often culminate in them disengaging, leaving or being expelled from school. Furthermore, there is a growing interest in the role of pedagogical strategies in enhancing teacher–student relations, increasing student engagement and bringing about more socially just systems of education. Using in-depth qualitative interviews with staff working in a school engagement programme aimed at preventing early school leaving (the School Completion Programme) and young people who have left school early and who are now participating in an alternative education setting in Ireland as well as staff in those settings (the National Youthreach Programme), this paper provides a unique comparison of two approaches to learner engagement. Findings highlight the centrality of caring and respectful relationships between teachers and students across the two programmes. This paper suggests that aspects of the ‘productive pedagogies’ framework are being used to overcome barriers by placing equal emphasis on student wellbeing and formal learning. However, both programmes operate outside ‘mainstream’ education, with little scope for integration with the mainstream system. This paper concludes that at the micro level, the programmes are effective in re-engaging young people with education but argues that this has little impact at a broader level, where mainstream school practices impacting on student disengagement and early school leaving remain unchanged.
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Banks, Joanne, and Emer Smyth. "“We Respect Them, and They Respect Us”: The Value of Interpersonal Relationships in Enhancing Student Engagement." Education Sciences 11, no. 10 (October 13, 2021): 634. http://dx.doi.org/10.3390/educsci11100634.
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Attempts to understand the patterns behind student disengagement and early school leaving have traditionally focussed on early school leavers’ individual characteristics. More recently, however, studies have begun to focus on the extent to which early school leaving is shaped by school-level factors, and in particular the central role of teachers and pedagogy, in (dis)engaging students. Studies have consistently shown how negative teacher–student relations can dominate the lives of young people, leading to poor attendance and behavioural issues which often culminate in them disengaging, leaving or being expelled from school. Furthermore, there is a growing interest in the role of pedagogical strategies in enhancing teacher–student relations, increasing student engagement and bringing about more socially just systems of education. Using in-depth qualitative interviews with staff working in a school engagement programme aimed at preventing early school leaving (the School Completion Programme) and young people who have left school early and who are now participating in an alternative education setting in Ireland as well as staff in those settings (the National Youthreach Programme), this paper provides a unique comparison of two approaches to learner engagement. Findings highlight the centrality of caring and respectful relationships between teachers and students across the two programmes. This paper suggests that aspects of the ‘productive pedagogies’ framework are being used to overcome barriers by placing equal emphasis on student wellbeing and formal learning. However, both programmes operate outside ‘mainstream’ education, with little scope for integration with the mainstream system. This paper concludes that at the micro level, the programmes are effective in re-engaging young people with education but argues that this has little impact at a broader level, where mainstream school practices impacting on student disengagement and early school leaving remain unchanged.
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Leinonen, Risto, Markku Haaranen, Mikko Kesonen, Mika Koponen, Pekka E. Hirvonen, and Mervi A. Asikainen. "Finnish graduated physics teachers’ views about their teacher education program – The disparity between the needs and delivery." Journal of Technology and Science Education 10, no. 1 (February 19, 2020): 101. http://dx.doi.org/10.3926/jotse.820.
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In this article, graduated physics teachers’ views about their teacher education program and professional needs are evaluated. With respect to teacher knowledge, Physical Knowledge for Teaching (PKT) framework consisting of six domains related to content knowledge and pedagogical content knowledge was developed based on the framework of Mathematical Knowledge for Teaching. PKT was utilized in the design of a Likert scale instrument that aims to discover teachers’ views concerning these six domains from two separate viewpoints: to what extent the domains were covered in their teacher education program concerning the domains, and how important is that theme for their profession. Results revealed that teachers see that the domains related to common content knowledge and structures of physics have been addressed adequately in their teacher education but characteristics of other domains, such as teaching methods, evaluation, and motivating learners, received less favorable evaluations. With respect to the importance of different domains for teacher profession, teachers valued the importance of every domain of teacher knowledge highly. These findings suggest that the greatest deficiencies in this physics teacher education program lie on addressing pedagogical content knowledge with its various sub-domains. Our PKT framework offers a promising base for evaluating physics teacher knowledge. We suggest that a framework for teacher knowledge should be explicitly introduced for pre-service teachers in their education so that they could evaluate their knowledge and professional needs better.
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Papageorge, Nicholas W., Seth Gershenson, and Kyung Min Kang. "Teacher Expectations Matter." Review of Economics and Statistics 102, no. 2 (May 2020): 234–51. http://dx.doi.org/10.1162/rest_a_00838.
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We show that tenth-grade teacher expectations affect students' likelihood of college completion. Our approach leverages a unique feature of a nationally representative dataset: two teachers provided their educational expectations for each student. Identification exploits teacher disagreements about the same student, an idea we formalize using a measurement error model. We estimate an elasticity of college completion with respect to teachers' expectations of 0.12. On average, teachers are overly optimistic, though white teachers are less so with black students. More accurate beliefs are counterproductive if there are returns to optimism or sociodemographic gaps in optimism. We find evidence of both.
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Celkan, Gul, Linda Green, and Kashif Hussain. "Student Perceptions of Teacher Respect Toward College Students." Procedia - Social and Behavioral Sciences 191 (June 2015): 2174–78. http://dx.doi.org/10.1016/j.sbspro.2015.04.435.
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Prediger, Susanne, Kim Quabeck, and Kirstin Erath. "Conceptualizing micro-adaptive teaching practices in content-specific ways: Case study on fractions." Journal on Mathematics Education 13, no. 1 (February 8, 2022): 1–30. http://dx.doi.org/10.22342/jme.v13i1.pp1-30.
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Adaptive teaching on the micro-level of teacher-student interaction has often been investigated, but rarely with respect to students’ content-specific learning pathways. In this paper, we present an analytic approach to disentangle the learning content into its components and to capture the content-specific adaptivity in teaching practices with respect to teachers’ student focus and goal focus. For this, adaptive teaching is conceptualized as teachers’ targeted steering trajectories navigating from students’ initial ideas towards the content goals. In a case study with video data from 19 middle school small-group sessions on comparing fractions in context problems, we show how the adaptivity of the teaching practices can differ with respect to student focus and goal focus even when the same teacher moves are used. This calls for extending professional development programs that combine working on teacher moves with unpacking content goals.
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Kennedy, Mary M. "How We Learn About Teacher Learning." Review of Research in Education 43, no. 1 (March 2019): 138–62. http://dx.doi.org/10.3102/0091732x19838970.
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This chapter examines research on professional development, or PD, focusing specifically on underlying assumptions about the nature of teaching and the nature of teacher learning. It examines PD programs according to their assumptions about what teachers need to learn, and it examines PD studies according to how and when they expect to see evidence of teacher learning. The chapter seeks to provide a broad view of how we think about teaching and teacher learning and to examine our underlying assumptions both about teaching and about how PD is expected to improve teaching. With respect to program effectiveness, the chapter raises questions about the extent to which effective PD programs can be replicated; with respect to our study designs, it raises questions about how teacher learning occurs and when and how we should expect to see program effects on teachers’ practices. The chapter also offers some suggestions for future research design.
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Merica, Christopher Barton, Cate A. Egan, Collin A. Webster, Diana Mindrila, Grace Goc Karp, David R. Paul, and Karie Lee Orendorff. "Association of Physical Educators’ Socialization Experiences and Confidence with Respect to Comprehensive School Physical Activity Program Implementation." International Journal of Environmental Research and Public Health 19, no. 19 (September 22, 2022): 12005. http://dx.doi.org/10.3390/ijerph191912005.
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Comprehensive school physical activity programs (CSPAPs) are recommended to support physical education (PE) and increase the amount of physical activity (PA) youth receive each day. However, adoption of CSPAPs in the United States is low. PE teachers are well positioned to lead the implementation of CSPAPs, but research is needed to better understand (a) PE teachers’ confidence to assume the multiple roles involved with CSPAP implementation and (b) the factors that are associated with such confidence. This study examined PE teachers’ role breadth self-efficacy (RBSE) as a measure of PE teachers’ CSPAP-related confidence and its association with seminal life experiences as framed within teacher socialization theory. A survey was emailed to a stratified-random sample of 2976 PE teachers and distributed on social media, garnering a total of 259 responses. Exploratory structural equation modeling supported a three-factor solution for teacher socialization variables (acculturation, professional socialization and organizational socialization), in line with the theoretical framework, and a single factor solution for RBSE. Professional socialization and organizational socialization were significant predictors of RBSE, and qualitative data from open-ended survey questions supported these relationships. The results highlight the importance of preservice teacher education and current employment contexts in PE teachers’ CSPAP-related confidence.
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Kasimatis, Κaterina, Andreas Moutsios-Rentzos, Anna Stasinoulia, and Theodora Papageorgiou. "Investigating students’ conceptions about the characteristics of the effective teacher." New Trends and Issues Proceedings on Humanities and Social Sciences 7, no. 1 (July 2, 2020): 149–57. http://dx.doi.org/10.18844/prosoc.v7i1.4879.
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In this article, we report a quantitative study that investigated the conceptions of secondary school students with regard to the characteristics of the effective teacher. Our purpose was to obtain a profile of the effective teacher, focusing on three dimensions: (a) the interpersonal relationship between teachers and students, (b) the teacher's justice and impartiality, and (c) the teaching strategies that have a direct influence on enhancing student involvement and learning. The questionnaire was used as a research tool. The analysis of the data revealed that students consider justice, impartiality and the interpersonal relationship between teachers and students as important characteristics of the effective teacher, whereas the teaching strategies have less importance for them. In addition, it revealed statistically significant differences in the profile of the effective teacher with respect to the students’ gender and grade and positive correlations between self-identified attainment, interpersonal relationships and teaching strategies. The students had the opportunity to express their views about the effective teacher and the teachers to improve their teaching practice and to gain a more complete picture of their students' expectations.
Keywords: Effective teacher; effective teaching.
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Daryai-Hansen, Petra, Samúel Lefever, and Inta Rimšāne. "Teachers' Attitudes, Knowledge and Skills in Respect to the Language Awareness Approach." International Journal of Bias, Identity and Diversities in Education 4, no. 2 (July 2019): 28–42. http://dx.doi.org/10.4018/ijbide.2019070103.
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This article will present findings from the DELA-NOBA project. During the project, quantitative and qualitative data from the participating teachers from pilot schools in Denmark, Estonia, Finland, Iceland, Latvia, Lithuania, and Sweden were collected to investigate the participating teachers' attitudes, knowledge and skills and experiences of using language awareness activities in teaching. Based on teacher cognition as theoretical and methodological framework, the authors will present data from the teachers' survey at the beginning of the project, the teachers' interim survey and the focus group interviews at the end of the project.
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Dunekacke, Simone, Lars Jenßen, and Sigrid Blömeke. "The role of opportunities to learn in early childhood teacher education from two perspectives: A multilevel model." Zeitschrift für Erziehungswissenschaft 24, no. 6 (October 28, 2021): 1429–52. http://dx.doi.org/10.1007/s11618-021-01052-1.
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AbstractEarly childhood teacher education is considered crucial for the development of professional knowledge. However, little is known about the impacts of teacher educators, especially with respect to domain-specific knowledge in areas like early mathematics education. We investigated the relationship between opportunities to learn as reported by teacher educators and perceived by pre-service teachers and pre-service teachers’ general pedagogical knowledge, mathematics pedagogical content knowledge, and mathematical content knowledge. The sample comprised 909 pre-service teachers from two different teacher education tracks (vocational school vs. university) and their 43 teacher educators. The results provided the first empirical evidence that opportunities to learn reported by teacher educators are highly relevant for pre-service teachers’ knowledge. This strengthens calls to focus on the role of teacher educators in both research and practice.
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Lv, Linqiong, and Jiaqiang Hu. "Understanding Teacher Authority." Journal of Education and Development 5, no. 2 (May 26, 2021): 44. http://dx.doi.org/10.20849/jed.v5i2.916.
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Despite the fact that teacher authority is an ever-present and fundamental component of everyday school life and classroom experiences, teacher authority remains poorly understood and insufficiently researched. By reviewing the sociological and educational literature on teacher authority, the study outlined the current status of teacher authority research, explicated the institutional and personal sources of legitimate teacher authority, and delineated four perspectives for understanding teacher authority: a) teacher authority is legitimate domination generated and justified by professional and personal sources of legitimacy; b) teacher authority functions through pedagogical discourse which is a both instructional and regulative process of transmitting value-laden knowledge; c) teacher authority is in dynamic teacher-student relationships where teachers cannot automatically possess but have to earn students’ respect; d) teacher authority emits educational influences and essentially serves the moral order of conscience. The study calls for more research into teacher authority especially against the backdrop of declining teacher authority yet ever growing expectations and demands on teachers and teaching outcomes.
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Mubarok, Achmat, and Asrul Anan. "ANALISIS NILAI-NILAI EDUKATIF DALAM NOVEL “LOVE IN PESANTREN” SEBAGAI REFORMULASI POLA INTERAKSI GURU DAN MURID DI PESANTREN." AL MURABBI 4, no. 2 (May 23, 2019): 217–38. http://dx.doi.org/10.35891/amb.v4i2.1443.
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Teacher and student interaction is very important in supporting educational success. A good pattern of interaction between teacher and student will create an educational and enjoyable atmosphere. One of the novels by Shachree M. Daroini entitled "Love In Pesantren" is a story of life in pesantren with various patterns of interaction between teacher and student. The educational values contained in the novel "Love In Pesantren" are: the value of faith and devotion, help, enthusiasm to carry out religious rituals, realize self-limitation, be able to accept change, amuse you, self-reliance, the principle of justice, respect and respect fellow human beings, think critically about life, forgive. Things that are less relevant in the pattern of interaction between teachers and students in the pesantren in the novel "Love In Pesantren", among others: giving physical punishment beyond the level of ability, attitude that is not loving, does not respect students, treats students as they wish, does not give opportunity for students to defend themselves, not humanize students, authoritarian attitudes, rely on critical reasoning on the basis of keta'dziman. While the pattern of interaction between teachers and students as a reformulation of interaction in Islamic boarding schools by increasing faith and devotion, gives a great deal of ritual diversity, mutual respect between teachers and students, respect for differences, principles of justice, forgiveness, not feeling right, and mutually open.
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Audley, Shannon. "Searching for the Golden Rule: A Case Study of Two White Novice Teachers’ Beliefs and Experiences of Respect in Urban Schools." Education and Urban Society 52, no. 6 (December 20, 2019): 872–903. http://dx.doi.org/10.1177/0013124519894984.
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Student respect toward teachers is traditionally considered in terms of behavior or authority. Yet, because of cultural differences and historic oppression of marginalized students in schools, not all students express respect in ways in which teachers are familiar. Because of structural inequalities and individual differences, standard behavioral definitions of respect are insufficient to address how students and teachers actually experience respect in the classroom. Using a comparative case study design, this study examined two female White novice teachers’ beliefs and experiences of student respect within a novel relational respect framework. Results identified that teachers’ respect beliefs were based on notions of authority, while respect experiences reflected authority and relationship-based respect. Importantly, these relationships were conceptualized as role model and friend-based respect. To help novice teachers balance their roles as both caring and authoritative figures, I propose that student respect should be thought of in relational, rather than behavioral, terms, and that teachers need to employ cultural competence when developing and maintaining their student–teacher relationships.
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Devi, Nongmeikapam Premika, and N. Nomika Devi. "Job Satisfaction Of Teachers Of Elementary Schools In The Valley Districts Of Manipur Under Different Managements." Thematics Journal of Geography 8, no. 8 (August 23, 2019): 167–77. http://dx.doi.org/10.26643/tjg.v8i8.8142.
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Elementary education plays an important role in laying the proper foundation of child`s cultural, emotional, intellectual, moral, physical, social and spiritual development. In order to ensure that proper teaching learning process to take place, it is important that sufficient number of teachers are made available in the schools. Teachers’ role is central of all processes of education. A teacher is indispensable even in the most well equipped system of education. Teacher to be real manager of class room teaching learning process, must have skills, competence, inclinations and of course entire satisfaction with his job. Richard Wynn states that the following factors contribute to the satisfaction in a career. Intrinsic value of work; Security of life; The right to participate; Recognition and approval; Humane treatment and Self expression. The objective of the study is to find the satisfaction in different dimensions of job satisfaction (Satisfaction with working conditions; Satisfaction with job-content; Satisfaction with management attitude; Satisfaction with student receptivity; and Satisfaction with social predisposition) of teachers of elementary schools in the valley districts of Manipur under different managements viz. Aided, Government and Private maagement. The sample consisted of 600 teachers of elementary schools in the valley districts of Manipur: 268 teachers from 38 elementary schools, 122 teachers from 26 aided schools and 210 teachers from 32 private schools. Job satisfaction Questionnaire was constructed for the survey. The satisfaction with working conditions of the teachers on the areas viz. Intervals at the Right Time, Working Hours Convenient and Sanitation and Hygiene were dependent on the Type of Management. This means that there exists significant difference in these areas with respect to management. The satisfactions with Job content of elementary school teachers in the areas of Salary, Satisfied with Leave Facilities, Satisfied with Chances of Increasing Income and Co-worker praises were significant with respect to management. The satisfaction with management attitude in the areas viz. Job fully secured, Head takes interest in the welfare of the teachers, Chances of promotion and Promotion on the basis of seniority cum merit basis are dependent on the type of management. There exists significant difference in these areas with respect to management. The satisfaction with student receptivity in the areas viz. Students maintain discipline, Students’ attendance, Students understand their responsibilities and Students have friendly attitude were dependent on the Type of Management. There exists significant difference in these mentioned areas with respect to management. The satisfaction with social predisposition in the areas viz. Feels teaching is high social status job, Society respects as an elementary teacher and Feel proud to introduce as an elementary teacher are dependent on the type of Management. There exists significant difference in these areas with respect to management.
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Kim, Jayoung. "The Effect of Child Care Teachers’ Happiness and Self-respect on Teacher-Infant Interaction." Journal of Humanities and Social sciences 21 12, no. 3 (June 30, 2021): 699–712. http://dx.doi.org/10.22143/hss21.12.3.50.
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Kitchen, Julian. "Conveying Respect and Empathy: Becoming a relational teacher educator." Studying Teacher Education 1, no. 2 (November 2005): 195–207. http://dx.doi.org/10.1080/17425960500288374.
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Alves, Margarida, Ann MacPhail, Paula Queirós, and Paula Batista. "Becoming a physical education teacher during formalised school placement: A rollercoaster of emotions." European Physical Education Review 25, no. 3 (July 10, 2018): 893–909. http://dx.doi.org/10.1177/1356336x18785333.
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Since becoming a teacher is a highly emotional path, it is fundamental to understand teachers’ emotional journeys while constructing their teacher professional identity. An ethnographic approach was employed to examine how the emotions experienced by physical education preservice teachers during formalised school placement contributed to the construction of their teacher professional identity. Data were collected throughout a ten-month school placement (i.e. an academic school year) and included researcher observations, researcher field notes, and semi-structured interviews with preservice teachers and their cooperating teacher. A thematic analysis was used in a process of constant comparison. Emotions were labelled using Zembylas’ three main categories: ideology; school culture; and power relations. A fourth category labelled physical education culture was created through an inductive thematic analysis to capture emotions deemed to align specifically to the teaching of physical education. With respect to ideology, preservice teachers alluded to positive emotions such as care for students, a sense of accomplishment and happiness. Challenging emotions included insecurity/anxiety, disappointment and anger/frustration. Related to school culture, while preservice teachers expressed a sense of belonging they also reported feeling powerless with respect to particular rules enforced by the school. Related to power relations, while preservice teachers were thankful for having a school structure guiding them they, at times, regretted the limited opportunity that such structure allowed them in cultivating agency. Becoming a physical education teacher triggered specific emotions such as practising safety within the gymnasium and a rise in confidence when recognised as a physical education teacher by other physical education teachers.
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Malik, Muhammad Abid, and Sadia Bashir. "Caring Behavior of Teachers: Investigating the Perceptions of Secondary School Teachers and Students in Lahore." International Journal of Innovation in Teaching and Learning (IJITL) 6, no. 2 (January 22, 2021): 63–78. http://dx.doi.org/10.35993/ijitl.v6i2.1295.
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This study is designed to investigate perceptions of teachers and students about caring behavior of teachers. The purpose of the study is to gain better understanding about factors that play a role in the development of teachers’ caring behavior and teacher-student caring relationship. A scale employed by King and Chan (2011) has been adopted for this purpose. The revised scale consists of four main factors (Sense of Respect and Trust, Interpersonal Relationships, Academic Support, and Classroom Management), and twenty two items. Data were collected from 403 grade 9 students and 156 secondary school teachers who belonged to seven public secondary schools in Lahore. Both descriptive and inferential statistics were used for data analysis. The study revealed that both the teachers and students gave great importance to the teachers’ caring behavior. They agreed to the top two factors i.e. Sense of Respect and Trust, and Classroom Management. The opinions differed about the priority of the other two i.e. Interpersonal Relationships and Academic Support. When it came to individual items, the differences were more prominent as four out of top five items were different. There were no statistically significant differences based on teachers’ gender and education level, but their experience made a difference with less experienced teachers showing more inclination towards caring behavior. The study recommends the teachers to develop a culture of respect and care in the classroom by showing respect to the students, developing a culture of greetings, calling them with their proper names, appreciating good behavior, and involving them in decision making.
Keywords: caring behavior, teacher behavior, classroom environment, teacher-student relationships
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Chen, Weiyun, Theresa Purcell Cone, and Stephen L. Cone. "A Collaborative Approach to Developing an Interdisciplinary Unit." Journal of Teaching in Physical Education 26, no. 2 (April 2007): 103–24. http://dx.doi.org/10.1123/jtpe.26.2.103.
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This study describes how a physical education teacher collaborated with a second-grade teacher to plan and implement an interdisciplinary unit, and it identifies factors that contributed to the teachers’ actual collaboration. One accomplished elementary physical education teacher, one experienced second-grade classroom teacher, and 35 students from two second-grade classes voluntarily participated in this study. The data were collected by audiotaping the two planning sessions, videotaping eight integrated lessons taught by the physical education teacher and three integrated lessons taught by the classroom teacher, transcribing the taped lessons, and interviewing the teachers. The findings indicated that the teachers’ collaborative planning focused on providing students with integrated and relevant learning experiences. Throughout the collaboration, the two teachers shared leadership roles and teaching responsibilities. The teachers attributed their effective interdisciplinary teaching to their long-term collaborative working experiences, common teaching philosophy, and mutual respect and trust.
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Mulholland, Sarah M., Therese M. Cumming, and Jae Yup Jung. "Teacher Attitudes Towards Students Who Exhibit ADHD-Type Behaviours." Australasian Journal of Special Education 39, no. 1 (January 20, 2015): 15–36. http://dx.doi.org/10.1017/jse.2014.18.
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Attention-deficit/hyperactivity disorder, its diagnosis and its treatment have been controversial since the 1970s (Kean, 2012), with opinions differing with respect to the diagnostic process, whether it in fact exists, or if it is an excuse for poor parenting and teaching (Maras, Redmayne, Hall, Braithwaite, & Prior, 1997). There are currently few studies that directly examine demographic characteristics as an indicator of teacher knowledge of ADHD and their attitudes towards ADHD-type behaviours. In this pilot study of teachers in Sydney public schools, we examined teacher knowledge about ADHD, their attitudes towards students who exhibit behaviours associated with ADHD, and the impact of demographic characteristics on their opinions and attitudes. We set out to discover the levels of overall knowledge teachers possess regarding ADHD, the attitudes teachers hold towards ADHD and its associated inattentive/hyperactive behaviours, and if any demographic characteristics can predict these attitudes.Exploratory factor analysis and multiple regression analysis were performed to establish the existence of groups of variables with respect to teacher knowledge of ADHD and teacher attitudes towards ADHD-type behaviours and any demographic predictors of teacher attitudes. Analysis showed that, overall, teachers exhibit an adequate (50–85% correct responses to knowledge test questions) knowledge of ADHD, but less sound knowledge in some areas than others, for example, aetiology. Analysis also demonstrated that there are some significant demographic predictors of teacher attitudes; however, further research is needed to verify these preliminary findings.
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Julaeha, Siti, Muhammad Maky, and Uus Ruswandi. "Desain, Pelaksanaan dan Evaluasi Pembelajaran pada Sekolah Menengah." Jurnal Dirosah Islamiyah 4, no. 2 (February 13, 2022): 232–54. http://dx.doi.org/10.47467/jdi.v4i2.909.
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New innovations in view of teaching and learning implementation, including PAI subjects have consequences for teachers to increase their roles and competencies, because the teaching and learning process and student learning outcomes are largely determined by the role of competent teachers in making and implementing the learning designs that have been made. Competent teachers will be better able to create an effective learning environment and will be better able to manage their classes, so that student learning outcomes are at an optimal level. One of the teacher's roles in the teaching and learning process is as an evaluator. In one teaching and learning process the teacher should be a good evaluator. This activity is intended to determine whether the goals that have been formulated have been achieved or not, and whether the material being taught is quite appropriate. . The design, implementation and evaluation of PAI learning at the secondary school level is carried out in collaboration with all teachers and the school community. More than that, PAI religious teachers have a more important role in fostering the morals of students through the learning process by making learning designs that are attractive and easy to understand and implement by students. Before teaching the teacher makes plans in the form of lesson plans, and in implementing learning the teacher becomes an example for students, the teacher always instills a disciplined attitude in learning, teaches respect for others and instills a sense of responsibility to study hard. The final value of all these processes is evaluation, one of which is by conducting an assessment, both on the process and on student learning outcomes.
Keywords: design, implementation and evaluation of PAI learning
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De Moor, Lieven, and Lindsey Verschetze. "Student Teachers’ Capacity and Willingness to Teach Financial Literacy in Flanders." Journal of Financial Counseling and Planning 28, no. 2 (2017): 313–21. http://dx.doi.org/10.1891/1052-3073.28.2.313.
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The purpose of this article is to assess the student teachers’ capacity and willingness to teach financial literacy in Flanders via on-site paper surveys of 368 final-year teacher education students. We argue that the Flemish teacher education program needs to be revised to introduce financial education in secondary schools. We find that revisions to the program can improve student teachers’ capacity and increase their willingness to teach for financial literacy. Moreover, student teachers support such reforms. Thus, policymakers and researchers can use this article as a guideline for revising teacher education programs with respect to financial education.
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Murugan, S. "Attitude of Private School Teachers towards Teacher Eligibility Test, India." Journal of Education and Vocational Research 5, no. 1 (March 30, 2014): 13–16. http://dx.doi.org/10.22610/jevr.v5i1.147.
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Now-a-days the teacher education has some lack in quality. Because, the outcome of the quality teacher in teacher education colleges is low; some private management does not consider the quality of education and they depend on earning money. The present study investigates attitude of private school teachers towards Teacher Eligibility Test (TET). The tool of Attitude towards TET was constructed and standardized by the investigator. The data were collected from 327 private school teachers in Thanjavur District, India and simple random technique was used for the study. This study reveals that the attitude of private school teachers have high TET attitude and the private school teachers attitude is not significant with respect to gender, locality. Furthermore there is a significant difference in TET attitude between rural and urban area school teachers.
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Sabgini, Kharisma, Triastama Wiraatmaja, and Agista Nidya Wardani. "ASSISTANCE IN THE UTILIZATION OF STORY-TELLING BOOK OF CHARACTER BUILDING FOR TEACHERS IN PAUD SURYA GEMILANG, MALANG." Premise: Journal of English Education 10, no. 2 (October 21, 2021): 221. http://dx.doi.org/10.24127/pj.v10i2.4154.
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The aims of this study are: 1) to find out how the teacher training in PAUD Surya Gemilang, Malang, is carried out in implementing the book Let’s Respect Each Other: A Story-Telling Book of Character Building by using various methods and fun learning techniques, and 2) how the practice of using the book of Let’s Respect Each Other: A Story-Telling Book of Character Building. This research was conducted using a qualitative method in which the researcher described the process of the two aims aforementioned. The subjects of this study were all teachers, especially one homeroom teacher at PAUD Surya Gemilang. The results of this study found that in the first phase, namely teacher training, there were three stages. They were the provision of English for Young Learners material, the provision of story-telling material, and the provision of character education material. Then, in the second phase, namely the implementation of Let’s Respect Each Other: A Story-Telling Book of Character Building, it was found that teachers taught stories and character education by reading books in English and Bahasa alternately while showing the pictures that matched the story to students and retelling the stories by using puppets.
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Fadhli, Muhammad Nur, and Sangkot Sirait. "RELIGIOUS TOLERANCE: PERSPECTIVE OF TEACHERS FROM DIFFERENT RELIGIONS IN ELEMENTARY EDUCATION (SD) REMAJA PARAKAN TEMANGGUNG." Sunan Kalijaga International Journal on Islamic Educational Research 2, no. 1 (February 20, 2019): 19–31. http://dx.doi.org/10.14421/skijier.2018.2018.21.02.
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Abstract: The article is intended to describe the religious tolerance perspective of many teachers from different religions in Primary Education (Sekolah Dasar-SD) Remaja Parakan, Temanggung; to know how the implementation of religious tolerance in the school; and to figure out how the implications of religious tolerance towards the attitude of learners religiosity in the school. By using qualitative methods, data are collected by interviews, observation, and documentation, and analyzed in according do Milles and Hubberman. The article finds that: First, the teacher of Islamic education declares the tolerance is an attitude of mutual respect for various beliefs or religions. Meanwhile, according to the teacher of Christian education, religious tolerance is one's belief in eliminating the ego by respecting other people without looking at their religions. In other words, religious tolerance is an understanding that teaches life to respect the right to freedom of religion. Furthermore, according to the teacher of Buddhist Education, religious tolerance is socializing in the community without carrying religious labels. Second, the internalization of religious tolerance at the school is already quite good, and this is evidenced by the absence of conflict in the name of religion. Third, generally, the religious attitude of students is included in the category of inclusive religious attitudes.
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Jeong, Ji Eun, and You Me Lee. "Teacher-Child Interaction Level and Teachers’ Respect for Teachers’ Rights according to the Professional Level of Child Care Teachers." Korean Journal of Child Education and Care 20, no. 1 (March 31, 2020): 17–29. http://dx.doi.org/10.21213/kjcec.2020.20.1.17.
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Otieno, Wachiaji Anton Peter. "EFFECTIVENESS TEACHER-CENTERED METHOD OF TEACHING CHRISTIAN RELIGIOUS EDUCATION IN INSTILLING RESPECT AMONG STUDENTS IN PUBLIC SECONDARY SCHOOLS IN RACHUONYO NORTH SUB-COUNTY, KENYA." African Journal of Education and Practice 7, no. 1 (January 26, 2021): 41. http://dx.doi.org/10.47604/ajep.1209.
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Purpose: This study evaluated the effectiveness of teacher-centered method of teaching Christian Religious Education in instilling respect among students in public secondary schools in Rachuonyo North Sub-County, Kenya.
Methodology: The study was guided by the Bandura’s social learning theory. A descriptive survey design was adopted. The study population comprised 50 CRE teachers and 1,615 Form Four students taking CRE in 49 public secondary schools. Simple random sampling technique was used to select 15 teachers, and 485 Form Four students from the accessible population. Face to face interviews were conducted to collect data from teachers while questionnaires were administered to collect data from students. Quantitative data from questionnaire were analyzed with the aid of Statistical Package for Social Sciences (SPSS) Version 20.0 using descriptive statistics as well as inferential statistics and presented in tabular form. Data from interviews was analyzed qualitatively and presentation was done in narrative form.
Findings: Majority of the interviewed students were male and were in the age category of 17-21 years of age while nearly two thirds of the interviewed teachers were males with different levels of education ranging from bachelors to PhD. Majority of the students reported that the use of school assignments, lectures, homework, game based approach, mental modeling approach, classroom instructions, and role play enhanced acquisition of virtue of respect. The Pearson’s product moment correlation coefficient showed that there existed a positive, strong and statistically significant association between teacher-centered methods and instilling virtue of respect in students (r = 0.876; p < 0.05).
Contribution to theory, practice and policy: The study concludes that strategic use of classroom approach through assignments, homework, and talk’s is essential in acquisition of virtue of respect among students. Furthermore, teacher-centered methods play critical roles in instilling the virtue of respect among students. Therefore, teachers should be assisted to acquire competence in correct C.R.E syllabus interpretation in order to enable them to adapt varied methods of teaching, policies should ensure systematic implementation of inclusive teaching methods for every student and creation of knowledge on teacher centered teaching methods.
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Hastowohadi, Hastowohadi. "Reflection of Teacher’s Interpersonal Skill: Describing The Quality of An Effective Teacher." IJET (Indonesian Journal of English Teaching) 6, no. 1 (July 13, 2017): 149–56. http://dx.doi.org/10.15642/ijet2.2017.6.1.149-156.
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There are six characteristics that can not be taught, only modeled, they are Caring, Fairness and Respect, Attitude toward the Teaching Profession, Social Interaction with Students, Promotion of Enthusiasm and Motivation for Learning, Reflective Practice. The aspect of teacher as a person is only one of six aspects that should be modeled and demonstrate to the students. But, this aspect is going to be left by teachers in this era. It will be monotonous teacher as a leader and messenger in holding the whole class of teaching-learning activity. Furthermore, in this research, the writer wants to explore and find out what are actually the problems of this issue. The research was done in SMK Visi Global in Banyuwangi and took 6 teachers as an object of research. The writer used descriptive qualitative and describing the phenomenon of this. Indeed, the result was Fairness and Respect, Attitude toward Teaching Profession, Enthusiasm, and Motivation for Learning, and Reflective Practice got above average but Caring, Social Interaction with Students got below average. This issue described that the teachers in SMK Visi Global were not enlightened by a good teacher as a person and it would be ineffective for the school and students itself. It can be concluded that preparing teacher‟s personality is unavoidable for the professional teacher, in this era or future.
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Bill, Kayla, Amanda Bowsher, Betty Malen, Jennifer King Rice, and Jason E. Saltmarsh. "Making matters worse? COVID-19 and teacher recruitment." Phi Delta Kappan 103, no. 6 (February 28, 2022): 36–40. http://dx.doi.org/10.1177/00317217221082808.
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Amid already critical teacher shortages, the COVID-19 pandemic has prompted many teachers to leave the profession, but we know little about how it may affect teacher recruitment. Kayla Bill, Amanda Bowsher, Betty Malen, Jennifer King Rice, and Jason Saltmarsh conducted a survey and focus groups to explore how COVID-19 has influenced undergraduates’ interest in and perceptions of teaching. The pandemic has had mixed but troubling effects on undergraduates’ interest in teaching, and while it has increased their respect for teachers, it has also magnified their concerns about salary, safety, workload, and the disrespect teachers endure. Addressing these long-standing concerns may increase the likelihood that this sizable pool of prospective teachers will pursue teaching and help alleviate teacher shortages.
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Qamar, Toheed, Muhammad Javed, and Zafar Hussain. "Impact of Transformational Leadership on Teacher Retention at Elementary School Level in Punjab: Teachers’ Perspectives." Global Regional Review IV, no. III (September 30, 2019): 234–40. http://dx.doi.org/10.31703/grr.2019(iv-iii).26.
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The purpose of this study was to investigate the effect of transformational leadership on teacher retention at elementary school level (ESL) of Southern Punjab. The elementary school teachers (ELT) of Southern Punjab formed population. For the sample, 240 schools and 960 teachers were selected randomly for the study. The study has measured transformational leadership through factors i.e. job characteristics, school characteristics and personal attributes. When the respondents were asked for their views about teacher retention then there was no significant dissimilarity with respect to gender rather both groups had similar views; whereas significant difference was found between private and public teacher.
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Vanek, Katarina, Andrej Matas, and Petra Karabin. "What makes a good teacher?" Školski vjesnik 70, no. 2 (2021): 371–94. http://dx.doi.org/10.38003/sv.70.2.16.
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Being a teacher in contemporary society is becoming more and more challenging. Social expectations of teachers are constantly growing. Therefore, teachers strive to improve their characteristics and competencies. In that respect, it is important to know which personality traits and competencies society expects from a good teacher. Guided by that, this paper aims to comprehensively present a good teacher, considering his or her desirable personality traits, professional competencies and perceptions of participants in the educational process. The results of the review of relevant literature and previous research indicate that a good teacher shows a combination of personality traits such as humanity, wisdom, prudence, perseverance, etc. and competencies such as achieving positive relationships with students, successful classroom management, recognizing the importance of motivation and others.Finally, a good teacher is a combination of desirable personality traits and permanent professional growth. Therefore, this research can contribute to the practice of creating professional development and teacher education programs.
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Mangal, Aarti. "A century of teacher education in India: 1883-1985." Espacio, Tiempo y Educación 7, no. 1 (January 4, 2020): 263–85. http://dx.doi.org/10.14516/ete.231.
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Teacher training in India has evolved from a circle system to normal schools and teacher training institutes/colleges. This progression was influenced by various events, debates and recommendations. With respect to the relevance of the teacher training institutions, ideas kept fluctuating, and several of the other adopted policy measures failed in the implementation phase. Initially, this led to the opening and closing of the normal schools, which later expanded into teacher training institutes/colleges. This paper attempts to present the historical developments in the field of teacher education around the axis of teacher training institutes, teachers’ qualifications, the teacher training course curriculum, and the status of teachers. For this paper, the government reports and reviews published in the periods both prior and subsequent to Independence have been studied using a historical method. It reveals that, in spite of 100 years of effort dedicated to improving teacher education, the availability of trained women teachers is far lower than the demand for them in schools. Unlike before, admission to any teacher training course for primary teachers requires at least 10 years of general education, and secondary school teachers need a degree. Though over these years the salaries of teachers have increased substantially, the deteriorating status of teachers and the teaching profession has been a source of constant concern for educationists and policymakers.
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Kazantseva, E. A., F. G. Fatkullina, and E. K. Valiakhmetova. "Teacher-student communication ecology as a module of pre-service teachers’ education." SHS Web of Conferences 87 (2020): 00006. http://dx.doi.org/10.1051/shsconf/20208700006.
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The article deals with the problem of teacher-student communication ecology as a module of pre-service teachers’ education. This approach restore the status of fundamental education and science, and the social status of the teacher. The sphere of Russian education is currently under reform: a difficult process that neither people, nor the language they use, can quickly adapt to. The purpose of this paper is to reveal the subject areas that could provide young and pre-service teachers with language tools facilitating communication with students, contributing to more productive communication, and thus providing better learning outcomes. According to the research findings, the key to solving the identified systemic problems in academic discourse is to adjust the balance of the categories of self-respect – respect for the Other, which should be implemented at the stage of personal development. This paper presents general guidelines that can set the direction of subsequent stages of scientific research. According to the research findings, this module should cover such areas as: the norms of academic communication, and academic language, emotional academic literacy, efficient linguistic communication tools.
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Güngör, Sabri, İnayet Aydın, Hasan Basri Memduhoğlu, and Ebru Oğuz. "Respect in principal–teacher relations at primary schools in Turkey." International Journal of Qualitative Studies in Education 26, no. 10 (November 2013): 1349–72. http://dx.doi.org/10.1080/09518398.2012.724464.
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Kiazai, Abdul Nasir, Zarina Waheed, and Saba Rehman. "Role of Teacher Education in Preparing Teachers for Teaching in Religious Schools of Balochistan." International Journal of Innovation in Teaching and Learning (IJITL) 6, no. 1 (July 1, 2020): 70–83. http://dx.doi.org/10.35993/ijitl.v6i1.1002.
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A large number of children in Balochistan attend religious schools (Madrasas) that have been criticized for spreading extremist views in the society. Teacher education institutions play a vital role in bringing cultural and religious harmony by producing prospective teachers who are able to cultivate tolerance, acceptance, patriotism, ethnic, religious respect and counter extremism, sectarian, and discrimination prospective. This qualitative exploratory study explores whether the prospective teachers in Balochistan are trained enough to teach in religious schools. The data were collected through in-depth interviews and focused group discussions. All teacher educators and prospective teachers from the universities that remained part of Pre-STEP or Teacher Education Project (TEP) assisted by USAID constituted the population of the study. Sample was selected through purposive sampling from two universities situated in Quetta. 10 teacher educators (5+5) and 10 prospective teachers (5+5) were selected as sample for interviews while two groups of prospective teachers (5 participants in each) were selected from the both case universities for focus group interviews. Data were analyzed through thematic analysis. The findings indicated that the prospective teachers and teacher educators considered the recent teacher education programs in Balochistan not enough to train teachers to teach in religious schools.
Keywords: Prospective Teachers; Religious Schools; Teacher Education Programs; Balochistan
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Krulatz, Anna, Tove Steen-Olsen, and Eivind Torgersen. "Towards critical cultural and linguistic awareness in language classrooms in Norway: Fostering respect for diversity through identity texts." Language Teaching Research 22, no. 5 (July 12, 2017): 552–69. http://dx.doi.org/10.1177/1362168817718572.
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This article reports the results of a school-based curriculum development project that aimed to support language teachers working with culturally and linguistically diverse student populations in Norway to develop teaching strategies that foster intercultural citizenship and multilingual competence. Three university researchers collaborated with two schools to increase mutual respect and tolerance for cultural and linguistic diversity in language classrooms, to increase awareness of the positive impact of home language maintenance on academic performance, and to improve the engagement of multilingual literacy and student identity in the classroom. Data were collected during teacher workshops and while following the delivery of the project, and consist of lesson planning materials, texts produced by students, and a follow-up teacher survey. The article presents examples of activities and materials the teachers at the cooperating schools designed and implemented, samples of student work, as well as teacher reflections on the extent to which the project promoted multiliteracy and intercultural citizenship. The findings suggest that while the project helped strengthen awareness of cultural and linguistic diversity at the schools, understanding of the relevance of the home language to literacy development and academic success and multiliteracy were not adequately supported. Implications for future work to promote language classrooms that foster linguistic and cultural diversity and multiliteracy are discussed.
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Tran, Henry, and Doug Smith. "Insufficient money and inadequate respect." Journal of Educational Administration 57, no. 2 (April 8, 2019): 152–66. http://dx.doi.org/10.1108/jea-07-2018-0129.
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Purpose The purpose of this paper is to examine the influence of financial factors on motivating college students to consider teaching in hard-to-staff rural schools. The role of perceived respectability of the profession was also explored. Design/methodology/approach This work relies on an explanatory sequential mixed-method design, that surveyed college students across all majors at a regional public university, then interviewed a subset of participants to improve understanding. Quantitative and qualitative results were compared and synthesized. Findings Results from an ordinal logistic regression demonstrate the importance of base salary, retirement benefits and respondents’ view of the respectability of the teaching profession as influential for their willingness to teach in the rural target school district. These findings were validated by the qualitative results that found perceptions of respectability had both a joint and separate influence with salaries. Results also demonstrate that most students were amenable to rural teaching and to lower starting salaries than their current chosen occupation, provided their individual minimum salary threshold was met ( x ¯ = 36 percent above the state average beginning teacher salary). Originality/value Few empirical studies exist that examine college student recruitment into rural hard-to-staff districts via a multimodal narrative. This study addresses this, focusing on college students across majors to explore both recruitment into the district and into the profession. This work is relevant considering the financial disinvestment in traditional public education and the de-professionalization of the teaching profession that has led to the recent season of teacher strikes in the USA.
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Shi, Yantao, Huanmei Zhu, and Yao Xu. "A Study on the Guarantee Mechanism for the Professional Development of Rural Elementary School Teachers in the Context of Rural Revitalization: Based on Contiguous Poverty-stricken Guangxi Border Areas." Scientific and Social Research 3, no. 6 (December 29, 2021): 192–96. http://dx.doi.org/10.36922/ssr.v3i6.1300.
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Due to the lack of professional development time and awareness, well-directed training content, respect for teachers and value for education, the professional development of rural border elementary school teachers is a problem that needs to be solved urgently. The study suggests that the teaching faculty should be complemented and strengthened, the contents of teacher training should be “localized,” the internal drive of teachers should be stimulated, the respect for teachers and education should be promoted, thus improving the overall quality of the teaching faculty and promoting the balanced development of compulsory education.
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Schönpflug, Wolfgang. "Fritz Heider – My Academic Teacher and His Academic Teachers." Social Psychology 39, no. 3 (January 2008): 134–40. http://dx.doi.org/10.1027/1864-9335.39.3.134.
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In the summer of 1958 at the University of Kansas, Heider offered a seminar based on the galley proofs of his forthcoming book The Psychology of Interpersonal Relations. Personal memories of the seminar are reported, and an attempt is made to reconstruct the European background of Heider’s work. It is argued that the warm reception of Heider’s book was partly the result of his revival of philosophical ideas that had served as starting points for psychology, but had since been abandoned. Especially with respect to the analysis of naive concepts, complex structures, and causal attributions, Heider owes an intellectual debt to his mentor Alexius Meinong at the University of Graz, and to Ernst Cassirer at the University of Hamburg. Commemorating the publication of Heider’s book can, therefore, also be regarded as an implicit tribute to the European philosophy of the late 19th and early 20th century.
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Husnutdinova, M. R. "Social Status of the Teaching Profession: Self-Determination in Russian Teachers." Психологическая наука и образование 22, no. 4 (2017): 38–48. http://dx.doi.org/10.17759/pse.2017220406.
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There is a sharp contradiction between the high importance of work performed for society and a low professional status of general education teachers in the Russian society.The article presents outcomes of a sociological survey “Professional Identity of Modern Teacher” carried out by the Monitoring Research Department of the Moscow State University of Psychology & Education in the spring of 2016.This survey reflects the teachers’ self-assessment of the status of their profession.A total of 1,024 teachers of general education organizations were surveyed in 9 federal districts of the Russian Federation, except the Crimea.The survey was conducted on a three-stage stratified probabilistic sample.The research model of the teacher's social status includes the analysis of the three leading components: prestige, respect and satisfaction with work process.According to the results of the survey, despite the teachers' low assessment of the social prestige of their professional group, they perceive their activities as respected by students and their parents, and also feel satisfied with the results of their work.
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Anderson, Kenneth Alonzo. "A National Study of the Differential Impact of Novice Teacher Certification on Teacher Traits and Race-Based Mathematics Achievement." Journal of Teacher Education 71, no. 2 (June 6, 2019): 247–60. http://dx.doi.org/10.1177/0022487119849564.
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In this study, differential prediction of student outcomes by race and teacher traits relative to the certification levels of novice teachers was assessed. Overall, algebra achievement was higher for students who were taught by teachers with standard certificates relative to students who were taught by novice teachers with nonstandard certificates. The most conservative estimates show that findings are equivalent to approximately 8 months of additional instruction for students who were taught by teachers with standard certificates. However, the benefits of being taught by a teacher with standard certification did not translate to underrepresented racial groups. Overall, there were several differences in dispositions across certification conditions. With respect to underrepresented racial groups, only one disposition was significantly different across conditions. Teachers with nonstandard certificates reported higher emphasis on increasing mathematics interests. For underrepresented racial groups, relationships between both certification conditions and achievement were underwhelming. Recommendations to improve teacher effectiveness are provided.
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Ranjha, Fayyaz Ahmad, Muhammad Khalid Mahmood, and Intzar Hussain Butt. "Use and Utility of Teacher Guides for Primary School Teachers in Punjab." Review of Economics and Development Studies 5, no. 1 (March 30, 2019): 5–10. http://dx.doi.org/10.26710/reads.v5i1.518.
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This study is aimed at soliciting pubic primary school teachers’ viewpoints on use and utility of teacher guides, an initiative of government of the Punjab. Data were collected through focus group discussions of male and female teachers from District Sargodha. Teachers were asked to discuss need, importance and use of teacher guide and to suggest ways to improve. Focus group discussions were audio recorded, transcribed and analyzed for extracting themes. It was found that teachers acknowledged the need and importance of teacher guide for better teaching. It was noted from their discussion that teachers used Guides for lesson planning and activities but use of teacher guide was not optimal. Some of the teachers were using it in best possible way, while majority were using it occasionally. They highlighted difficulties and challenges like high workload, language of teacher guides and lack of learning material required for suggested activities. The y suggested revising guides for language, removing inconsistencies with respect to schedule of guide and academic calendar. They also suggested lower workload of teachers by recruiting new teachers, providing teachers with training to use guides and making monitoring and supervision more rigorous.
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De Klerk, Edwin Darrell, and Natalie Jane Pauline Smith. "Teachers’ Perceptions about Leadership: Towards an Innovative Collaborative Teacher Leadership Development Framework for Schools." International Journal of Learning, Teaching and Educational Research 21, no. 2 (February 28, 2022): 1–17. http://dx.doi.org/10.26803/ijlter.21.2.1.
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The development of the literature on teacher leadership in the academic realm has been exponential, but the quest for more leadership knowledge seems to be inexhaustible. The purpose of this paper is to analyze teachers’ perceptions with respect to their leadership abilities. Email interviews were conducted with nine teachers from two primary and two secondary schools to obtain their views regarding teacher leadership, whilst affording them opportunities to make suggestions for collaborative teacher leadership development. Having employed a phenomenological approach and thematic analysis as method, this paper proposes a collaborative teacher leadership development framework (CTLDF). Significant about the CTLDF is that teacher leaders should consider ausgang as a way of opening the door for collaboration, homo economicus as a collaborative act and parrhesia as autonomy towards collaborative teacher leadership. The findings reveal that teacher leaders should cultivate a readiness to create opportunities for collaborative leadership development. The study recommends that teacher leaders should first have to be cognizant about their own individual strengths, whilst slowly starting initiatives to collaborate in order to sustain improvements in teacher leadership practices.