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Relevant bibliographies by topics / Teacher roles

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Academic literature on the topic 'Teacher roles'

Author: Grafiati

Published: 4 June 2021

Last updated: 9 June 2025

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Journal articles on the topic "Teacher roles"

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Muhammad, Akram. "The Multiple Roles of Teacher and Teacher Training in Pakistan." American Based Research Journal 2, no. 7 (July 31, 2013): 01–07. https://doi.org/10.5281/zenodo.3408192.

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<em>The role of teacher has been revolutionized in the modern era. The stick and rod culture now has been replaced by the use of modern technology in teaching. This paper highlights the multiple roles of school teachers and teacher training in Pakistan. Teachers fail to add to the confidence of the students. Teachers are not familiar with classroom methodology just because of lack of proper teacher training modules and the use of modern technology in teaching. We have to diagnose the role of teacher in good teaching because teacher is considered to be a pivot in teaching learning process. The present study highlights the current problems faced by a teacher in particular Pakistani context. The study highly recommends that the teacher’s role should be clearly determined in order to have a quality learning teaching environment. </em>  

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Shafer, Susanne M. "Teacher Education and Teacher Roles." Western European Education 19, no. 2 (July 1987): 3–5. http://dx.doi.org/10.2753/eue1056-493419023.

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Voltz, Deborah L., Raymond N., and Hazel B. Cobb. "Collaborative Teacher Roles." Journal of Learning Disabilities 27, no. 8 (October 1994): 527–35. http://dx.doi.org/10.1177/002221949402700808.

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Tsemaye Anora Tetsola, Uyiosa Osarumen Ugiagbe, and Oluyemi Olusegun Makinde. "Investigating principals’ roles in stem teachers’ effectiveness." International Journal of Science and Research Archive 13, no. 2 (December 30, 2024): 3133–42. https://doi.org/10.30574/ijsra.2024.13.2.2541.

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This study aimed to assess the impact of principals' role on STEM teachers’ effectiveness among public senior secondary school teachers in the southern region of Nigeria. The research was guided by four key objectives: to evaluate the influence of principals' supervisory practices on teacher effectiveness, to examine the impact of principals' communication practices on teacher effectiveness, to investigate the correlation between principals' involvement of teachers in decision-making and teacher effectiveness, and to determine the overall level of teaching effectiveness among the teachers in the area. An ex-post-facto research design utilizing correlational and descriptive methods was employed, with data collected from 180 teachers selected through simple random sampling from a population of 328 teachers in public secondary schools in the southern region of Nigeria. The Principals’ Role in Teacher Effectiveness Questionnaire (PRTEQ) was used for data collection. The findings revealed a significant relationship between the quality of supervisory practices provided by principals and teacher effectiveness, a significant correlation between principals' communication practices and increased teacher effectiveness, and a significant relationship between principals' involvement of teachers in decision-making and their effectiveness. Additionally, the study found a high level of teaching effectiveness among the teachers in the area. Based on these findings, it is recommended that principals enhance their supervisory practices, communication, and involvement in decision-making to further improve teacher effectiveness in public secondary schools.

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Świątek, Adam. "Teacher Roles in the Modern Polish Education." Roczniki Humanistyczne 71, no. 10sp (November 24, 2023): 150–70. http://dx.doi.org/10.18290/rh237110sp-8.

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This article constitutes a suggestion for substantial changes regarding the understanding of contemporary teacher roles as adopted in the diverse school environment, regardless of the actual subject being taught. Having discussed classical teacher roles from a diachronic perspective, the author defines new teacher roles, based on research conducted with 127 primary and secondary school teachers. The research reveals that classical roles that have defined the teaching profession for years must be redefined due to the dynamic nature of the contemporary school environment. This article, divided into two main sections—theoretical and empirical—clearly implies that the tasks and duties of the contemporary teacher define the innovative roles, thus bringing about new challenges for teachers in the dynamic Polish educational context. As a result, this article is the starting point for a discussion concerning future teacher roles and teaching itself, including those requirements from teachers at various stages in education.

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Ningsih, Fitri Randia, and Sholihatul Hamidah Daulay. "TEACHERS’ TALK IN TEACHING ENGLISH: ROLES AND CHALLENGES." TELL-US JOURNAL 9, no. 2 (June 30, 2023): 329–47. http://dx.doi.org/10.22202/tus.2023.v9i2.6765.

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This study aimed to identify the most common teachers' talk in EFL classrooms as well as the reasons that influenced their selection. This research focused on the teacher's perception of how the teacher talks with students in class and some of the challenges that teachers might face while interacting with students to encourage students in the learning process to take place. The participants of this research were 2 English teachers who received professional training in English teaching as part of the undergraduate program. They were English teachers at an integrated Islamic school in Medan. The observations were made to describe the teacher interview process data and also the learning carried out by the teacher to find insights about how the teacher talks and what challenges the teacher faced when interacting with students in class. This study used a qualitative descriptive method. The findings in this study were that the teacher applied more dominant English communication as input. Teachers felt that increasing the use of the target language will be more challenging because it is influenced by several aspects, such as the motivation, attitude, and skills of the teacher and students. In addition, when the teacher spoke it varies greatly on several levels based on the factors that influence the teacher and student. The results of this study also showed that most teacher conversations are used in the form of questions, then explaining the lesson, giving directions to students, and praising or encouraging students. Apart from that, because students are considered as learners or beginners, class interaction must be adjusted to the right and appropriate choice of language so that communication becomes easier and more effective. In addition, the analysis of teachers’ talk in the classroom would be beneficial for teachers to plan and conduct enhanced learning situations.

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Deshpande, Anjali M. "Dental Teachers’ Perceptions about Their Roles as Teacher." Journal of Research in Medical Education & Ethics 6, no. 2 (2016): 67. http://dx.doi.org/10.5958/2231-6728.2016.00011.1.

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Clipa, Otilia. "Roles and Strategies of Teacher Evaluation: Teachers’ Perceptions." Procedia - Social and Behavioral Sciences 180 (May 2015): 916–23. http://dx.doi.org/10.1016/j.sbspro.2015.02.243.

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Harris, Kylie, and Sally Barnes. "Male teacher, female teacher: exploring children’s perspectives of teachers’ roles in kindergartens." Early Child Development and Care 179, no. 2 (February 2009): 167–81. http://dx.doi.org/10.1080/03004430802667005.

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Pham, Hong Anh. "INSIGHTS INTO UNIVERSITY TEACHERS’ ROLES IN ONLINE EFL CLASSES IN VIETNAM." TẠP CHÍ KHOA HỌC NGÔN NGỮ VÀ VĂN HÓA 8, no. 2 (August 30, 2024): 219–33. https://doi.org/10.63506/jilc.0802.24.

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Teacher roles in online language classes have been a well-researched area yielding various insights into the potential of online technologies and the need for a consideration of re-defining the roles of the teacher. The proliferation of research in this area has yet called for elaborations of the roles. This paper, drawing on a study of two cases, aims to investigate teachers’ roles in EFL classes integrating online technologies at a university. Online classroom observations and interviews with the teachers were used as instruments for data collection. Findings from qualitative data analysis showed major issues relating to university teacher roles. First, online technologies helped enable the development of the teachers’ roles, which otherwise was impossible. Second, while online technologies opened numerous learning opportunities and avenues, the teacher role remained the fulcrum for the students in the whole learning process. Among discussion issues, an argument that can be raised concerns how teacher roles developed. This paper implies the need for re- efining university teacher roles in online language classes.

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Dissertations / Theses on the topic "Teacher roles"

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Williams, Tracy. "Teacher leaders in formal roles a qualitative study /." Pullman, Wash. : Washington State University, 2009. http://www.dissertations.wsu.edu/Dissertations/Spring2009/T_Williams_043009.pdf.

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Kukla-Acevedo, Sharon. "TEACHER EFFECTIVENESS: THE ROLES OF TEACHER CHARACTERISTICS, PREPARATION, AND TURNOVER." Lexington, Ky. : [University of Kentucky Libraries], 2008. http://hdl.handle.net/10225/881.

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Thesis (Ph. D.)--University of Kentucky, 2008.<br>Title from document title page (viewed on October 30, 2008). Document formatted into pages; contains: vii, 89 p. : ill. (some col.). Includes abstract and vita. Includes bibliographical references (p. 85-88).

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SENIOR, Rosemary, and r. senior@curtin edu au. "The good language class: teacher perceptions." Edith Cowan University. Education And Arts: School Of Education And Arts, 1999. http://adt.ecu.edu.au/adt-public/adt-ECU2006.0002.html.

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This is a qualitative, descriptive study of group processes in classes of adult language learners, viewed from the perspective of practising teachers. The study has an internal narrative which takes the reader through the process of the research, from the initial question raised by a casual classroom conversation to the discussion chapter which questions a number of assumptions underlying current English language teaching practices within western educational contexts. The study falls into two distinct phases. The first phase uses the constant comparative method of data collection and analysis to integrate the perceptions of 28 experienced language teachers into the following theory: teachers judge the quality of their classes in terms of the degree to which they function as cohesive groups. The second phase uses the social-psychological framework of class cohesion to explore the perceptions of eight language teachers concerning a range of everyday behaviours and events occurring within their classes. The data were gathered through classroom observations and extended weekly teacher interviews and were supplemented by information from student interviews.

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Groves, Terri. "LEADERSHIP ROLES FOR NATIONAL BOARD CERTIFIED TEACHERS IN SOUTHERN ILLINOIS SCHOOL DISTRICTS." OpenSIUC, 2010. https://opensiuc.lib.siu.edu/dissertations/147.

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Title: LEADERSHIP ROLES FOR NATIONAL BOARD CERTIFIED TEACHERS IN SOUTHERN ILLINOIS SCHOOL DISTRICTS National Board Certified Teachers (NBCTs) are highly skilled in the latest research-based instruction and understand the importance of data-driven instruction and its impact on student learning. Because of their expertise, NBCTs have the potential to become leadership agents for producing high-performing schools. However, there is little to no evidence that NBCTs are being encouraged to use their expertise to improve school performance. Therefore, the purpose of this study was to explore NBCTs in leadership roles in southern Illinois schools. To accomplish this purpose, three areas were explored: the extent to which NBCTs participated in leadership roles in schools and the nature of those NBCT leadership roles, NBCTs' perceptions regarding their leadership role significance, and the enablers and barriers to NBCT leadership. Mixed methods were used to interpret, analyze, and draw conclusions from quantitative and qualitative data. The findings show that prior to November 2007, 150 NBCTs were actively teaching in Regional Areas V and VI in southern Illinois school districts. Sixty-two percent (n=93) of those NBCTs responded to the request that they participate in the survey. Of those responding to the survey, over one half (59%) of NBCTs were involved in leadership roles in schools. In addition to their regular teaching assignments, the majority of these NBCTs were involved in multiple leadership roles in the seven core areas of professional growth and staff development, mentoring, curriculum development, student achievement, grant writing, school improvement, and support groups. Forty-one percent (n=38) of NBCTs indicated not having a leadership role. To determine NBCTs' perceptions of leadership role significance, NBCTs ranked the significance of their leadership role(s). The findings show that NBCTs perceived their leadership role(s) to have the most significance when addressing the following areas: (a) improved classroom practices, (b) communicating and operating from strong ideals about teaching and learning, (c) coaching and facilitating teams of teachers in school wide professional and staff development, (d) disaggregating and analyzing test scores data to increase student learning, and (e) promoting shared goals and vision. NBCTs perceived less significance when their leadership role(s) were involved in collaborating with administrators in creating and sustaining internal conditions, acting as change agents to inspire peers, leading the recognition and celebration of school accomplishments, facilitating sessions on current theories and practices, and addressing and adapting to negative undercurrents within the organization. The enablers and barriers to NBCT leadership roles were explored. The findings show that factors associated with administrators, colleagues, and circumstances beyond one's control contributed to the enabling or barring of NBCT leadership in schools.

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Walker, Amy. "A case study of teacher roles in engaging with student aspirations." Thesis, Federation University of Australia, 2019. http://researchonline.federation.edu.au/vital/access/HandleResolver/1959.17/174751.

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This thesis investigated the complex role teachers play, both formally and informally, in relation to engaging and supporting student aspirations. Due to the links that have been established between aspirations and school completion and involvement in tertiary education, aspirations are important in an educational context. Yet, despite the abundance of aspiration related research, most has focused on student or parent perspectives, with few scholars targeting teacher perceptions of their roles in relation to student aspirations. This research is therefore significant as it addresses this gap through a single case study investigating perceptions of P-12 teachers from a peri-urban independent school in Victoria, Australia. Data were collected from 57 teachers via survey, interviews, and school document analysis. A lens of research-as-bricoleur, incorporating the theoretical frameworks of Bronfenbrenner (1979; 1994), Turner (2001), Gottfredson (1981, 1996), and Patton and McMahon (2015), provided the interpretative basis for the applied thematic analysis of the different data sets. Findings demonstrated differences in the way that teachers conceptualised their role in engaging with student aspirations. While teacher participants identified various formal and informal roles that they played in relation to engaging student aspirations, they also reported a lack of clear guidance or guidelines, necessitating the development of personal processes to direct their involvement. Other important findings highlighted a number of factors that teacher participants perceived as facilitating or impeding possible roles they could play in engaging student aspirations. The understandings emanating from this research provide substantive assistance to stakeholders, including school administrators and teacher educators, in appreciating and appropriately responding to an area of practice which remains misunderstood and without clear policy or guidelines. Ultimately, this research adds to the growing body of research into student aspirations and the concomitant importance of teachers in helping students aspire to and achieve their goals.<br>Doctor of Philosophy

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Steers, van Hamel Debra. "Rethinking mentor roles and relationships an exploration of discourse communities and beginning teacher identity /." Diss., Online access via UMI:, 2004. http://wwwlib.umi.com/dissertations/fullcit/3139158.

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Wagner, Jo Ann. "High School Principals' Roles in Teacher Professional Development." Diss., Virginia Tech, 2011. http://hdl.handle.net/10919/77085.

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As the key leader at the school level, the principal plays a central role in the implementation of professional development programs and measurement of the outcomes of these activities (Elmore, 2000). This investigation explored high school principals' roles in and principals' perceptions of teacher professional development as a mechanism for improving teacher instructional practices. The 15 high school principals interviewed for this study were from one region in a southeastern state. Using the professional development standards developed by the National Staff Development Council (NSDC) (2001) to frame this study, a non-experimental descriptive research design was employed. Specifically, data collection methods included focus group interviews and document analysis. Three focus group interviews were conducted, each lasting approximately 90 minutes. Data sources were the transcripts from the focus group interviews with principals and information from each principal's school improvement plan. Data from both the transcripts and document review were sorted and categorized using the long-table approach (Krueger & Casey, 2000). Data were organized into the NSDC domains of context, process, and content. The findings indicated that principals assumed the responsibility for providing professional development at their school and reported that as part of that responsibility they performed the following eight roles: (a) connected the professional development to school and/or division goals, (b) allowed teachers to play a part in their professional development, (c) provided the resources of funding and time for professional development, (d) provided support and encouragement for implementation of the professional development, (e) held a variety of professional development activities at their school, (f) collected student achievement data to determine the professional development needs, (g) determined the effectiveness of the professional development in classrooms, and (h) allowed teachers to choose the professional development activity to attend. The two roles, supported in the literature, which only a few principals discussed were: implementing PLCs and providing on-going, continuous professional development with follow-up. One area of concern reported by the principals was the reality that all teachers do not implement the professional development in their classrooms. Five major conclusions were drawn from the findings in this study. Principals value teacher professional development as a mechanism to change teachers' instructional practices and accept the responsibility for implementing professional development at their schools. The majority of the professional development activities reported by the principals were generic type professional development activities that related to all teachers. However, principals do not expect that all teachers will implement the innovations in their classrooms. PLCs, in which teachers are working collaboratively to improve student achievement, are not being implemented in all reporting participants' high schools. Time is an important factor in determining the implementation of the professional development in the classroom.<br>Ed. D.

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Milne, Robert Mitchell. "Case Studies on the Changing Roles, Skills and Competencies of School Sport Managers." Thesis, Griffith University, 2008. http://hdl.handle.net/10072/365977.

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The quality of the school sport experience is critical if the educational objectives of school sport are to be achieved. This study has identified that there are many variables that affect the outcomes of the school sport experience. None considered more important and integral than that of the person(s) who ‘shapes and steers’ the school sport experience; the School Sport Manager. This case study examined the roles, skills and competencies of School Sport Managers (SSMs) and how the employment of these traits is influenced by the recognition and vocational preparation of SSMs. The research participants consisted of one female and three males, all of whom are located in Gold Coast secondary schools. Both government and non government schools were selected as the research settings. The qualitative research tools employed are participant observation, document analysis, autoethnography, and interviews. The interviews were the main research tool for data collection. A process of pattern matching was used as a basis for data analysis. The literature review was used to support or refute the research findings, and a model of Institutional Theory was applied to legitimise the research findings as a tool for proposed organisational change. The research findings indicate that the SSMs employ similar management skills and competencies in performing their roles. Similarly, the research findings when compared to literature research findings indicate that the SSMs’ roles, skills and competencies are similar to that of the sport manager employed by sporting organisation. In the performance of skills and competencies by the SSM there are a number of issues that influence the effectiveness of the SSMs to fulfill their roles. These include time availability to meet the requirements of the SSM position, professional and financial recognition for the SSM, academic preparation for the SSM position, and support that is provided for the SSM. From the findings of the research the major recommendations are: • The schools’ employing authorities review the current school sport experience in terms of proposed educational objectives and effectiveness of the management process of the school sport experience. The latter recommendation needing to be addressed in light of the issues facing current SSMs. The major issues are insufficient time to effectively fulfill the requirements of the SSM position, recognition of the SSM position as a classified school management position and in doing so justifying the need to provide financial remuneration. • Education training institutions review the current academic preparation of potential SSMs and sports teachers • SSMs be identified as a special interest group within current professional associations of sport management or as a collective group form an independent professional association that becomes a ‘voice’ and resource for the promotion and management of school sport. These recommendations are grounded in institutionalised theory which encapitulates the need for deinstitutionalisation of current school sport management practices and values, i.e., the training, employment, recognition and remuneration of SSMs and the reinstitutionalisation of new ones to meet the requirements of SSMs in fulfilling the needs of a quality school sport experience.<br>Thesis (PhD Doctorate)<br>Doctor of Philosophy (PhD)<br>School of Education and Professional Studies<br>Arts, Education and Law<br>Full Text

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WYATT-ROSS, JANICE K. "SPECIAL EDUCATOR ROLE CONSTRUCTION WITHIN RESPONSE TO INTERVENTION: A QUALITATIVE ANALYSIS." University of Cincinnati / OhioLINK, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1196101187.

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Senior, Rosemary. "The good language class: Teacher perceptions." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1999. https://ro.ecu.edu.au/theses/119.

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This is a qualitative, descriptive study of group processes in classes of adult language learners, viewed from the perspective of practising teachers. The study has an internal narrative which takes the reader through the process of the research, from the initial question raised by a casual classroom conversation to the discussion chapter which questions a number of assumptions underlying current English language teaching practices within western educational contexts. The study falls into two distinct phases. The first phase uses the constant comparative method of data collection and analysis to integrate the perceptions of 28 experienced language teachers into the following theory: teachers judge the quality of their classes in terms of the degree to which they function as cohesive groups. The second phase uses the social-psychological framework of class cohesion to explore the perceptions of eight language teachers concerning a range of everyday behaviours and events occurring within their classes. The data were gathered through classroom observations and extended weekly teacher interviews and were supplemented by information from student interviews.

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Books on the topic "Teacher roles"

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John, O'Hair Mary, ed. The reflective roles of the classroom teacher. Belmont, Calif: Wadsworth, 1996.

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Grubb, W. Norton. Leading from the inside out: Expanded roles for teachers in equitable schools. Boulder, Colo: Paradigm Publishers, 2010.

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Council for National Academic Awards., ed. Continuity between initial training and induction in teacher education: Sharing roles in assessingprofessional practice. London: Council for National Academic Awards, 1993.

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Educational Resources Information Center (U.S.), ed. Strengthening and supporting teacher/provider-paraeducator teams: Guidelines for paraeducator roles, supervision, and preparation. [New York, N.Y.]: National Resource Center for Paraprofessionals in Education and Related Services, Center for Advanced Study in Education, Graduate Center, City University of New York, 1999.

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Markinson, Mara P. The Teaching and Learning of Geometric Proof: Roles of the Textbook and the Teacher. [New York, N.Y.?]: [publisher not identified], 2021.

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Harvey, John R., M.P.H. and Lancaster R. Brick, eds. Community health education: Settings, roles, and skills. Rockville, Md: Aspen Systems Corp., 1985.

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Harvey, John R., M.P.H. and Lancaster R. Brick, eds. Community health education: Settings, roles, and skills. 2nd ed. Rockville, Md: Aspen Publishers, 1989.

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Vicki, Pennell, Stewart Robert Graeme 1953-, Wicks René 1952-, and Association for Teacher-Librarianship in Canada., eds. The many hats of the teacher-librarian: A new collection of articles on the many changing roles of the teacher-librarian. [North Vancouver, B.C.]: Association for Teacher-Librarianship in Canada, 1995.

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C, Edwards Janine, and Marier Robert L, eds. Clinical teaching for medical residents: Roles, techniques, and programs. New York: Springer Pub. Co., 1988.

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Huzieff, Nicholas, Dina Puiu, and Ana Muntean, eds. "The Roles of Teacher and Technology in 21st Century ELT", symposium (2015 ; Bălţi). Proceedings of the 2015 Spring Symposium "The Roles of Teacher and Technology in 21st Century ELT", May 15-16, 2015, Bălţi. Bălţi: [s. n.], 2015.

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Book chapters on the topic "Teacher roles"

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Johnson, Brad, and Hal Bowman. "Nine Roles." In Thank You, Teacher, 45–46. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003216988-21.

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Mo, Xinyu. "Beliefs About Teachers’ Roles." In Teaching Reading and Teacher Beliefs, 141–53. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-47170-5_7.

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Zevin, Jack. "Teacher Roles for Student Audiences." In Social Studies for the Twenty-First Century, 49–68. 5th ed. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781003026235-7.

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Zevin, Jack. "Teacher Roles for Student Audiences." In Social Studies for the Twenty-First Century, 69–70. 5th ed. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781003026235-8.

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Farrell, Thomas S. C. "Reflection on Teachers’ Roles." In Reflective Practice in ESL Teacher Development Groups, 91–107. London: Palgrave Macmillan UK, 2013. http://dx.doi.org/10.1057/9781137317193_7.

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Gross, Lisa A., and Susan D. Gilbert. "Early Formations of Teacher Identity: Prospective Teacher Candidates Notions of Teacher Roles." In Navigating in Educational Contexts, 79–92. Rotterdam: SensePublishers, 2011. http://dx.doi.org/10.1007/978-94-6091-522-2_6.

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Wood, Keith, and Saratha Sithamparam. "Roles of teacher, researcher, facilitator, coach." In Changing Teaching, Changing Teachers, 96–115. Abingdon, Oxon ; New York, NY : Routledge, 2021.: Routledge, 2020. http://dx.doi.org/10.4324/9780367855109-7.

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Campbell, Coral, Raphaela Porsch, and Linda Hobbs. "Initial Teacher Education: Roles and Possibilities for Preparing Capable Teachers." In Examining the Phenomenon of “Teaching Out-of-field”, 243–67. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-3366-8_10.

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Miao, Haowen. "Exploring Teachers’ Paths to Quality Development Based on Teacher Roles." In Advances in Social Science, Education and Humanities Research, 552–60. Paris: Atlantis Press SARL, 2024. http://dx.doi.org/10.2991/978-2-38476-291-0_68.

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Giles, Amanda. "“Leadership Roles at Different Points”." In Effective Teacher Collaboration for English Language Learners, 85–102. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003058311-8.

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Conference papers on the topic "Teacher roles"

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Taufikin, M. S. I., Supa’At, Nur Azifah, Farikhatun Nikmah, Jayasmita Kuanr, and Parminder. "The Impact of AI on Teacher Roles and Pedagogy in the 21st Century Classroom." In 2024 International Conference on Knowledge Engineering and Communication Systems (ICKECS), 1–5. IEEE, 2024. http://dx.doi.org/10.1109/ickecs61492.2024.10617236.

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Gamarli, Saida, and Diana Ukleyn. "TEACHER ROLES IN CLASSROOM MANAGEMENT." In Proceedings of the XXVII International Scientific and Practical Conference. RS Global Sp. z O.O., 2021. http://dx.doi.org/10.31435/rsglobal_conf/25032021/7465.

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This paper deals with teacher roles in classroom management. It begins with two outlines used in teaching process. They concern the teacher, what they can do, and aspire to, and a discussion of classroom management techniques. The outlines are followed by an expansion of many of the points made. Classroom management is included in a course on ESP because most of students will, at some point in their lives, teach English in school. The material is based on our own personal experience of struggling to become a teacher, and our interaction with students and our colleagues. Teacher’s roles take account of teacher’s classroom language, teacher’s responsibilities, and the criticism and the evaluation of teacher’s performance. The teacher who makes great activation of his roles in classroom, tends to be the top and the most first factor that improves classroom management and enriches learners’ knowledge. Quantitative method has been chosen because it provides statistical data from English teachers using questionnaire. Factual information was collected and arranged in graphs. The results were analyzed and compared with previous studies. The participants’ responses provided supportive evidence and were fully consistent with this study

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Rochsantiningsih, Dewi. "Exploring Language Teacher Roles as Teacher Identity." In 1st International Conference on Language, Literature, and Arts Education (ICLLAE 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200804.002.

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Zohreh, Khoshneshin Langroodi, and Khoshneshin Langroodi Mohammad Reza. "Teacher roles and online learning." In 2013 Fourth International Conference on E-Learning and E-Teaching (ICELET). IEEE, 2013. http://dx.doi.org/10.1109/icelet.2013.6681658.

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Chiseganegrila, Anamaria, Luiza Kraft, and Diana Tutuianu. "TRADITIONAL VS. E-LEARNING LANGUAGE ACQUISITION. TEACHER - STUDENT ROLES." In eLSE 2013. Carol I National Defence University Publishing House, 2013. http://dx.doi.org/10.12753/2066-026x-13-202.

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The advancement in computing and teaching has led to the creation of VLEs (Virtual Learning Environments), which marked a turning point in education and in the way people gained access to knowledge as part of life-long learning. The low costs, the possibility to access the content anywhere and anytime, and the use of modern technology make VLEs very popular among learners. The use of technology on the one hand, and of social media and software, on the other, has generated a shift from the teacher-based learning to the technology-based one. In this context, information will be provided mediated by the platform and the teacher will withdraw physically, except for the case of blended learning, where teacher-student communication resembles to some extent the one used in the traditional courses. The traditional teachers' roles were meant therefore to change in order to bridge the gap created by the interface. Some institutions relied on attractive software, embedding blogging and social media into their courses, others on virtual classrooms in Second Life with the use of avatars to mimic the traditional presence of the teacher adding hi-tech flavor. Thus, the teachers' function in VLEs is more connected with the necessity to provide mentorship and weld the group of students, who are more autonomous than those enrolled in traditional courses, in order to ensure learning. By exploring resemblances, differences, common roots, weaknesses and strengths, in other words, by performing comparative analysis, the paper will look into the changes which have occurred in teachers' and learners' roles over time alongside with the momentum gained by e-learning courses.

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Trpin, Alenka. "Contemporary approaches and challenges in classroom management." In 9th International e-Conference on Studies in Humanities and Social Sciences. Center for Open Access in Science, Belgrade - Serbia, 2023. http://dx.doi.org/10.32591/coas.e-conf.09.03027t.

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As teachers we are faced with the role of the class teacher. The class teacher is the person who observes, sanctions and manages the group of pupils assigned to them at the beginning of the school year. The class teacher also has to take on other important and responsible roles, which are required by law and by the various day-to-day situations that arise in the classroom. This article describes the basic tasks and roles of the class teacher, gives a general definition of classroom management, and describes the obstacles and difficulties encountered in carrying out this demanding role. It also presents research on how classroom teachers responded to classroom management practices when teleworking was introduced in our institution. The most common barrier is a lack of training on the subject, and respondents also highlighted a perceived loss of relevance in the role. All this shows that this area is still neglected in the training process. In the future, the role will also need to adapt to modern trends such as the increasing use of digital tools and content.

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Mustafina, Rosa G. "Ideas and Notations of Family Structures, and Gender Roles of Youth." In 2nd International Forum on Teacher Education. Cognitive-crcs, 2016. http://dx.doi.org/10.15405/epsbs.2016.07.25.

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Mogonea, Florentina. "RECONSIDERING THE TEACHER'S ROLES AND SKILLS IN THE VIRTUAL CLASSROOM." In eLSE 2014. Editura Universitatii Nationale de Aparare "Carol I", 2014. http://dx.doi.org/10.12753/2066-026x-14-185.

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The present study deals with the roles and skills of the teacher within the context of a virtual classroom, of an activity carried out in the virtual field. The specificity of such a classroom implies a reconsideration of the well-known roles. The theoretical approach is sustained by an empirical research of ascertaining type carried out on a sample of 124 subjects, students - future teachers who follow the Program of studies which certify the skills for teaching. The objectives of the research carried out pursued the following things: the investigation of the students' opinion on the specificity of the virtual classroom, its necessity and the possibility of its existence; its advantages and disadvantages on the psycho-pedagogical and teaching - training aspects; the inventory of the roles and skills which a teacher must have in a virtual classroom; the laying down of certain proposals on the possibility of practicing these roles and of the shaping the necessary skills to carry out activities in a virtual field. The research methods used have been the survey based on a questionnaire and the focus - group, which have been accompanied by proper tools (a questionnaire of opinion, a focus - group interview). The results obtained allowed the formulation of certain conclusions regarding the role of the teacher in a new context, as well as the shaping of an improving proposal on the curricula for the Program of studies aiming to create the possibility of practicing these roles and skills by the students who train to become teachers.

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VINNICENCO, Elena. "The roles and competences of the constructivist teacher." In Interconexiunea dimensiunilor de formare profesională prin studii superioare de licență, master, doctorat în științe ale educației , 42–47. Ion Creangă Pedagogical State University, 2023. https://doi.org/10.46727/c.09-12-2022.p42-47.

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The didactic activity has a very obvious immensity, a fact that targets a wide spectrum of knowledge and skills, attitudes, values, etc. The constructivist teacher constantly monitors his own activity, tends to self-realization, to become a good architect of his ideas, which he can implement in his own professional career. In the context of the constructivist paradigm, the teacher is to assume and fulfill roles that ensure professional success. In this context, we can refer to the role of the teacher as a researcher of didactic activities, being the initiator and moderator of this process.

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Ferreira, Flavia Patrícia Martins. "Teaching knowledge and the importance of the teacher as a training agent." In II Seven International Education Congress. Seven Congress, 2024. http://dx.doi.org/10.56238/iieducationcongress-009.

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This article explores the relevance of the role of the teacher as an agent of development in contemporary education. Using a qualitative literature review approach, the study examines a wide range of academic and literary sources to understand the multifaceted impact of the teacher on the educational process. The study examines the various roles played by the teacher, highlighting their essential function as a facilitator of learning, a role model, a mediator of conflicts, and an agent of social change. In addition, effective strategies to empower teachers and promote their continued professional development are explored, including comprehensive pre- and in-service training programs, specialized pedagogical supervision, and the promotion of peer collaboration. It is concluded that the teacher plays a crucial role in the integral development of students and in the continuous strengthening of the educational system as a whole.

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Reports on the topic "Teacher roles"

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Armbrust, John. Perceptions of teacher and student roles : views of Japanese businessmen. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.6157.

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Dennis, Hannah, and Karen DeMoss. Simple Shifts: Paying Aspiring Teachers with Existing Resources. Prepared To Teach, April 2021. http://dx.doi.org/10.61625/kkdt8704.

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Reallocation—one of our 3 R's of Sustainably Funded Teacher Preparation—helps partnerships redesign work roles to better support preparation efforts and to allow candidates to earn compensation during their clinical practice. Simple Shifts shares ways residents can bring value to the classroom and how districts and programs have leveraged the skills of aspiring teachers.

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Greene Nolan, Ph.D., Hillary, Merijke Coenraad, Ph.D., and Viki Young, Ph.D. Teaching Partner, Grading Assistant, Substitute Teacher: Three Ways Teachers Positioned an Artificial Intelligence Tool in Writing Instruction. Digital Promise, September 2024. http://dx.doi.org/10.51388/20.500.12265/226.

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This study investigates how teachers understand and position AI tools in middle school writing instruction, drawing on 27 teacher interviews collected during a study called Project Topeka that used an interactive argumentative writing platform with AI-generated scores and feedback. Based on the interviews, we generate an initial theoretical framework of how teachers position AI tools — and therefore themselves — in their teaching. We found that some teachers leveraged AI as a “teaching partner” that provided insights to help enhance teaching and learning while remaining central to instruction themselves and interacting with students in numerous ways. Others delegated aspects of assessment and learning to AI as a “grading assistant” to save time and increase efficiency, interacting with students with a slight emphasis on score attainment over skill development. Another group turned instruction over to the AI tool as if it were a “substitute teacher,” interacting minimally with students and placing themselves on the instructional periphery. We describe each approach in detail and discuss implications for teaching practices, teachers’ roles, the profession, and students’ experiences and opportunities.

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Silver, Rita, Jessie Lay Hoon Png, Galyna Kogut, Thi Canh Dien Huynh, and Raslinda Ahmad Rasidir. Comprehending reading comprehension: An intervention in P4 reading. National Institute of Education, Nanyang Technological University, Singapore, 2020. https://doi.org/10.32658/10497/22651.

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The purpose of this project was to follow-up on a prior project1 which investigated the use of Questioning-the-Author (QtA) (e.g. Beck & McKeown, 2002; Beck, McKeown, Sandora, Kucan, & Worthy, 1996) with negotiation for meaning (NfM) (e.g. Pica, 1994) in Singapore Primary 4 (P4) reading lessons (OER 29/08 RS). A 2-year collaborative project was undertaken to assist teachers in understanding and using QtA and negotiated discussions. The intervention also intended to lead to sustainable, school-based teacher development through introducing different ‘generations’ of teachers to join the project year-by-year and by encouraging the first generation (Gen 1) of teachers to act as mentors and leaders to the second generation (Gen 2). Research Questions 1. How do teachers understand reading comprehension in the local, P42 school setting (i.e. what do teachers understand reading comprehension to be and how do they understand the development of student reading comprehension)? 2. In what ways do teacher understandings of reading comprehension change through participation in a long-term (3 year) professional development project? Specifically, in what ways do teacher understandings change at different points of time (1 year, 2 years, 3 years) and when engaged in different roles (trainee, trainer, observer, evaluator)? 3. How successful are the different stages of the intervention (Direct Instruction, Reflection & Adaptation, Lesson Study) in changing teacher classroom practices for reading comprehension?

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Tan, Steven Kwang San, Isabella Yuen Fun Wong, Seck Heong Tan, and Helen Kwee Fong Low. Beginning physical education teachers’ experience of continuing professional development and school-based mentoring. National Institute of Education, Nanyang Technological University, Singapore, 2020. https://doi.org/10.32658/10497/22611.

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The transition from being students to first-year teachers can be a satisfying journey, and yet has the potential to be a significantly challenging life transition for many beginning teachers, and it is not different for any physical education (PE) teachers. This is especially so when these novice teachers are expected to fulfill similar roles and responsibilities as their more experienced counterparts in the schools. There is without a doubt that teacher education programmes provide the opportunities for these novices to develop their expected skills, knowledge, and attitudes to become qualified teachers. Therefore, it is reasonable for these individuals to learn a lot during their teacher education experiences, and to be effective at some beginning level. However, it is not reasonable to expect them to completely master these skills independently from experience alone, without any sustained and purposeful continuing professional development (CPD) and school-based support during the beginning years of their profession. For many education systems and government, the difficulties faced by beginning teachers is of grave concern, and points to the need of specialised forms of assistance or support mechanisms, using a variety of CPD strategies, structured induction and mentoring programmes. Scholars have also argued that besides helping beginning teachers, well-designed and high-quality CPD and school-based mentoring are critical to improving the quality of teachers, schools, and to some extent, student achievement. For the Ministry of Education (MOE), teacher continual learning and professional development, coupled with building a strong core of mentors for the younger generation of teachers, have always been a key thrust in the MOE’s strategic direction to developing a high quality teacher workforce (Heng, 2012). To support this vision, the Academy of Singapore Teachers (AST), and other specialist academies, like Physical Education Sports Teacher Academy (PESTA), have been established to spearhead professional learning and development for the subject-specific fraternity.

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Gattenhof, Sandra, Ulvund Marit, and Cecilie Haagensen. #YoungArt and Future Skills Report. Queensland University of Technology, 2023. http://dx.doi.org/10.5204/rep.eprints.244541.

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#Youngart & Future Skills research project had two main foci. One was to develop and investigate models for collaboration between the art and education sectors, and the second to inquire whether the art programs and teacher/artist collaboration promotes the future skills of Creativity, Collaboration, Critical Thinking, and Communication. Two art programs were carried out in Norwegian secondary schools in 2022 and 2023. Art program A was developed by a theater company in collaboration with a teacher and four artists in a large secondary school class with 45 students in Trondheim. Art program B was developed by a filmmaker in collaboration with a teacher in a small secondary school class with 18 students in Sunnmøre. One of the aims of #Youngart & Future Skills was to investigate how different class and school sizes functioned in different art programs. The art programs were documented through observation, interviews, questionnaires, and the students feedback on post-it notes and drawings, and the material was analysed by the research team. The research finds that of the four future skills Creativity, Collaboration, Communication, and Critical Thinking, the first three were strengthened through the art program, and Critical thinking to some extent. The collaboration between classroom teachers and teaching artist was appreciated by both parties. At the same time, there seems to be potential in a closer collaboration and a clarification of roles in relation to the implementation of the art program. It is important that both parties can use their expertise in the implementation, and that the school’s needs and the teaching artists goals and proficiency meet in a good way. There is a need for more research to explore and make choices in relation to the diversity of possibilities in scope, length, timetable, and forms of collaboration between teachers and artists.

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Duong, Bich-Hang, and Joan DeJaeghere. From Student-Centered to Competency-Based Reform: Exploring Teachers’ Perspective of Meaningful Participation. Research on Improving Systems of Education (RISE), February 2022. http://dx.doi.org/10.35489/bsg-rise-wp_2022/089.

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Student-centered pedagogy has been widely advocated in many contexts with student active participation in learning being a central element. Vietnam has adopted innovative pedagogies including child-centered and competency-based teaching to further active learning and develop students’ full potential. This study explores Vietnamese teachers’ views about student participation and teaching roles as they implement these progressive reforms. It also examines pedagogical practices that teachers planned to use and actually employed to support student learning through meaningful participation. Drawing on qualitative analysis of interviews and classroom observations conducted over three years with 47 secondary-level literature teachers throughout Vietnam, we found that student participation as expected by teachers broadly falls into three categories: participation as attention; participation as contribution and collaboration; and participation as autonomy and engagement. Each of these modes characterizes what teachers’ envision of students’ overall engagement, but these modes coexisted in the data in classroom practices. Our analysis shows how ‘hybrid pedagogy,’ a mix of teacher-directed and student-centered approaches, was most used to support students’ active contribution and collaboration. This research contributes to the literature on student-centered learning and student participation in transitional contexts, highlighting the complex processes of how teachers perceive and enact these pedagogical reforms.

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Bando, Rosangela, and Xia Li. The Effect of In-Service Teacher Training on Student Learning of English as a Second Language. Inter-American Development Bank, July 2014. http://dx.doi.org/10.18235/0011651.

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In-service teacher training aims to improve the supply of public education. A randomized experiment was conducted in Mexico to test whether teacher training could increase teacher efficiency in public secondary schools. After seven and a half months of exposure to a trained teacher, students improved their English. This paper explores two mechanisms through which training can affect student learning. First, trained teachers improved their English by 0.35 standard deviations in the short run. Teachers in the control group caught up with treatment teachers by the end of the school year in part because teachers in the treatment group reduced out-of-pocket expenditures to learn English in 53 percent. Second, teachers changed classroom practices by providing more opportunities for students to actively engage in learning. This evidence suggests that teacher training may be effective at improving student learning and that teacher incentives may play a role in mediating its effects.

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Elacqua, Gregory, and Leonardo Rosa. Teacher transfers and the disruption of Teacher Staffing in the City of Sao Paulo. Inter-American Development Bank, February 2023. http://dx.doi.org/10.18235/0004737.

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This paper analyzes preferences for certain school attributes among in-service teachers. We explore a centralized matching process in the city of Sao Paulo that teachers must use when transferring schools. Because teachers have to list and rank their preferences for schools, we can estimate the desirability of school attributes using a rank-ordered logit model. We show that the schools distance from the teachers home, school average test scores, and teacher composition play a central role in teacher preferences. Furthermore, we show that preferences vary according to teacher characteristics, such as gender, race, age, and academic subject.

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Berdan, Robert, Terrence Wiley, and Magaly Lavadenz. California Association for Bilingual Education (CABE) Position Statement on Ebonics. Center for Equity for English Learners, 1997. http://dx.doi.org/10.15365/ceel.statement.1997.1.

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In this position statement, the authors write in support of Ebonics (also known as African American Vernacular English, Black English, Black Dialect, and African American Language) as a legitimate language. The linguistic and cultural origins of Ebonics is traced, along with its legitimacy by professional organizations and the courts. CABE asserts that the role of schools and teachers is therefore to build on students’ knowledge of Ebonics rather than replace or eradicate Ebonics as they teach standard English. This position statement has implications for teacher training.

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