Relevant bibliographies by topics / Teacher roles

Contents

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

Academic literature on the topic 'Teacher roles'

Author: Grafiati
Published: 4 June 2021
Last updated: 19 February 2023

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Journal articles on the topic "Teacher roles"

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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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Kim, JiYoung, and jin ju Youn. "Searching for Images of Good Early Childhood Teachers Recognized by Pre-service Teachers." Korean Society of Culture and Convergence 44, no. 10 (October 31, 2022): 1057–71. http://dx.doi.org/10.33645/cnc.2022.10.44.10.1057.

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The purpose of this study is to analyze the image of a good early childhood teacher recognized by pre-service teachers, focusing on the qualities and roles of teachers. The participants of this study were 32 pre-service teachers in the 3rd year of the 4-year early childhood education department. For data analysis, images were analyzed and meanings were given using the open coding method of Kim Young-cheon (2006). Results, First, as the qualities of a good early childhood teacher recognized by preservice teachers, infinite and fair love, positive emotions and neat appearance, and educational philosophy and beliefs as a teacher were mentioned. Second, as the roles of good early childhood teachers, caregivers, guides, observers, education providers, playmates, facilitators, and universal entertainers were mentioned. Through this, we intend to establish a correct self-image as an early childhood teacher by exploring the qualifications and roles to be performed in the future, and to provide the basic data necessary for cultivating the teacher's professionalism.
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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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Erlia, Winda. "Roles of the teacher for increasing learning quality of students." ETUDE: Journal of Educational Research 1, no. 3 (March 31, 2021): 77–86. http://dx.doi.org/10.56724/etude.v1i3.35.

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Background: Understanding the role of teachers in improving the quality of student learning and knowing that students even though using e-learning can learn effectively or not and can improve the quality of student learning, even though they do not learn face-to-face or directly but the teacher must be able to know the ability of students to master and understand this learning and students get maximum and effective learning from the teacher because the teacher is an educator. In this education, especially in e-learning, teachers or educators do not provide maximum learning or are less effective in E-learning. Purpose: In order to know the teacher's perspective on improving the quality of student learning in E-learning. Design and methods: This type of research uses the case study method, data sources: documents and interviews using a qualitative approach. The research subjects were 6 elementary school teacher respondents. Data validation used inter-researcher triangulation. Results: the results of this study show that there are various kinds of teacher roles that are very important in improving the quality of student learning, even though e-learning is less effective in improving the quality of student learning.
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Hart, Ann Weaver. "Creating Teacher Leadership Roles." Educational Administration Quarterly 30, no. 4 (November 1994): 472–97. http://dx.doi.org/10.1177/0013161x94030004005.

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Yoder, Marian K., and Coleen Saylor. "Student and Teacher Roles." Nurse Educator 27, no. 5 (September 2002): 201–3. http://dx.doi.org/10.1097/00006223-200209000-00003.

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Cornbleth, Catherine, and Jeanne Ellsworth. "Teachers in Teacher Education: Clinical Faculty Roles and Relationships." American Educational Research Journal 31, no. 1 (March 1994): 49–70. http://dx.doi.org/10.3102/00028312031001049.

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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.
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.
Doctor of Philosophy
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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.
Ed. D.
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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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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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Hartnell-Young, Elizabeth. "Towards knowledge building : reflecting on teachers' roles and professional learning in communities of practice /." Connect to thesis, 2003. http://eprints.unimelb.edu.au/archive/00000921.

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Armbrust, John Walter. "Perceptions of teacher and student roles : views of Japanese businessmen." PDXScholar, 1992. https://pdxscholar.library.pdx.edu/open_access_etds/4273.

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Research provides a vast amount of information detailing the learning styles and preferences of learners and the influence of one's culture on that individual's perceptions of the world. Little of that research, however, has been applied to studying the effects of culture on the learner's perceptions of teacher and student roles, specifically in the area of second language learning. What is available often appears in the form of anecdotal descriptions of teaching and learning experiences abroad. A possible reason for the lack of investigation of student views in this area has been the absence of an adequate measuring device with which to gauge the responses of potential informants.
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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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Teaching on a tightrope: The diverse roles of a great teacher. Lanham, Md: Rowman & Littlefield Education, 2010.

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Mathematical learning difficulties in the secondary school: Pupil needs and teacher roles. Milton Keynes [Buckingshamshire]: Open University Press, 1985.

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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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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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Lynda, Tredway, ed. Leading from the inside out: Expanded roles for teachers in equitable schools. Boulder, Colo: Paradigm Publishers, 2010.

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Parker, Ben. Roles and responsibilities, institutional landscapes and curriculum mindscapes: A partial view of teacher education policy in South Africa, 1990-2000. Brighton: Centre for International Education, University of Sussex, 2002.

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Teachers and teachers' assistants: Roles and resposibilities. Edmonton: Alberta Teachers' Association, 2007.

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Wright, Tony. Roles of teachers and learners. Oxford: Oxford University Press, 1987.

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Roles of teachers and learners. Oxford: Oxford University Press, 1987.

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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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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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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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Newton, Paul, and Dawn Wallin. "Indigeneity and Teacher Professional Learning: The Roles of School Leaders." In Encyclopedia of Teacher Education, 830–35. Singapore: Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-16-8679-5_488.

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Newton, Paul, and Dawn Wallin. "Indigeneity and Teacher Professional Learning: The Roles of School Leaders." In Encyclopedia of Teacher Education, 1–5. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-13-1179-6_488-1.

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Phillippo, Kate. "Advisory: A View into Expanded Teacher Roles." In Advisory in Urban High Schools, 1–19. New York: Palgrave Macmillan US, 2013. http://dx.doi.org/10.1057/9781137311269_1.

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Conference papers on the topic "Teacher roles"

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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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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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Yolcu, Ece, and Mediha Sarı. "The Character Educators of Future: What Do They Know? What Do They Need?" In HEAd'16 - International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2016. http://dx.doi.org/10.4995/head16.2016.2768.

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Providing the wholistic development of individual in terms of personal and psychological characteristics guiding our actions with educational processes forms “the character education”. Teachers as an important figure in this process should be aware of character education and what they are responsible for. To achieve this, teacher education should include the essentials of character education and prepare teachers for their inevitable role within their professional life. This study aimed to reveal what the pre-service primary school teachers know about character education and what their needs through their education for becoming a character educator are. The participants were pre-service teachers from primary school education department in Cukurova University. The data was collected with an open ended quesitonnaire and analyzed using content analysis. According to findings, it is obvious that pre-service teachers are mostly aware of the importance and content of character education and they see what their future roles are. They came up with many recommendations for teachers and teacher education. This study is thought to be beneficial in terms of revealing the situation within pre-service teachers regarding character education awareness and also helping teacher educators to see what pre-service teachers need to be efficient character educators. Keywords: Character education; pre-service teacher; teacher education
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Quyen, Thach Thi. "Teacher and Peer Supports on EFL Learners’ Autonomy." In The 4th Conference on Language Teaching and Learning. AIJR Publisher, 2022. http://dx.doi.org/10.21467/proceedings.132.6.

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The role of teacher and peer autonomy support place great importance on boosting learners' autonomy. Meanwhile, the first agent enables students to gain the feeling of acceptance and confidence, the second one supports them to deal with challenging tasks. This current research was carried out to dip into such social agents on learners’ autonomy with three main objectives. The purpose of this study is to dip into such social agents on learners’ autonomy with three main objectives. Firstly, the role of teacher autonomy support was examined. Secondly, the role of peer autonomy support was also investigated. Lastly, the role from which side more important in enhancing EFL learners' autonomy was analyzed. A survey through distributing a questionnaire was used to collect data of 58 adolescent participants from three classes, whose age ranges from 12 to 15 years old and whose English level is intermediate in a language center in Binh Tan District, Ho Chi Minh City. The findings revealed that both social supports played a significant role in promoting EFL learners' autonomy. However, teacher autonomy support appeared to be more important than the other. Such roles were deeply acknowledged, as teachers, we can provide students with necessary supports by applying different teaching practices or supplying suitable materials. Cultural aspects and psychological development stages need to be taken into teachers’ consideration to understand students’ behaviours in the classroom. Moreover, the role of peer is also vital to promote learners’ autonomy, which partly makes mixed ability groups become a suitable way in the class discussion.
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Beck, Robert J., Richard S. Brown, Sue K. Marshall, and Jennifer Schwarz. "Reflective communicator roles in preservice teacher team email discussions." In the Conference. Morristown, NJ, USA: Association for Computational Linguistics, 2002. http://dx.doi.org/10.3115/1658616.1658655.

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DAUKILAS, Sigitas, and Rita KEIBIENĖ. "FRAMEWORK OF VOCATIONAL SCHOOL AND UNIVERSITY OF APPLIED SCIENCES TEACHER ACTIVITIES: MOTIVATIONAL FACTORS, PROFESSIONAL ROLES AND APPLICATION OF EDUCATIONAL TECHNOLOGIES IN CORRELATION WITH PERSONALITY TRAITS." In RURAL DEVELOPMENT. Aleksandras Stulginskis University, 2018. http://dx.doi.org/10.15544/rd.2017.238.

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The relevance of this research is based on the standpoint of the epistemological methodology focusing on the quality of the profession cognition. Therefore, it is presumed that the quality of vocational education is determined by the variable personality traits of teachers (extraversion, openness towards experience and innovation, consciousness, agreeableness, neuroticism). The research object of the current study is the correlation between the personality traits of university of applied sciences teachers and vocational teachers and the curriculum components. The research aims at identifying the correlation between the motives of vocational school and university of applied sciences teacher activities, educational technologies they use, professional roles and their personality traits, as well as identifying the essential differences of the mentioned variables. The quantitative and qualitative research strategies were employed allowing the researchers to perceive and assess the parameters of the correlation between the professional identity of teachers, meaningfulness in pedagogical work, motivation and educational content. The research results revealed that the social, extrinsic, introjected and identified regulation motivation in vocational schools and universities of applied sciences vary considerably; in universities of applied sciences social and identified regulation motivations manifest themselves, whereas in vocational schools a lot of demotivating factors related to the problems of vocational student identity, career prestige of a vocational teacher and external motivation, are observed. The role of vocational school and university of applied sciences teachers in the didactic process also varies: university of applied sciences lecturers identify themselves in the position of the teacher-andragogue, whereas vocational school teachers see their role as a professional (expert). Moreover, the principles of social constructivism in pedagogy and andragogy are more effective among university of applied sciences lecturers, while vocational school teachers often have to rely on the behaviouristic principles of pedagogy for educational assessment and the enhancement of student motivation.
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Mogonea, Florentina. "The Roles And Competencies Of A Teacher In An Inclusive Class." In EduWorld 2018 - 8th International Conference. Cognitive-Crcs, 2019. http://dx.doi.org/10.15405/epsbs.2019.08.03.59.

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Dusen, Ben Van, Valerie Otero, N. Sanjay Rebello, Paula V. Engelhardt, and Chandralekha Singh. "Changing roles and identities in a teacher-driven professional development community." In 2011 PHYSICS EDUCATION RESEARCH CONFERENCE. AIP, 2012. http://dx.doi.org/10.1063/1.3680073.

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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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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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Boyd, Donald, Hamilton Lankford, Susanna Loeb, Matthew Ronfeldt, and James Wyckoff. The Role of Teacher Quality in Retention and Hiring: Using Applications-to-Transfer to Uncover Preferences of Teachers and Schools. Cambridge, MA: National Bureau of Economic Research, May 2010. http://dx.doi.org/10.3386/w15966.

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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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Rarasati, Niken, and Rezanti Putri Pramana. Giving Schools and Teachers Autonomy in Teacher Professional Development Under a Medium-Capability Education System. Research on Improving Systems of Education (RISE), January 2023. http://dx.doi.org/10.35489/bsg-rise-ri_2023/050.

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A mature teacher who continuously seeks improvement should be recognised as a professional who has autonomy in conducting their job and has the autonomy to engage in a professional community of practice (Hyslop-Margison and Sears, 2010). In other words, teachers’ engagement in professional development activities should be driven by their own determination rather than extrinsic sources of motivation. In this context, teachers’ self-determination can be defined as a feeling of connectedness with their own aspirations or personal values, confidence in their ability to master new skills, and a sense of autonomy in planning their own professional development path (Stupnisky et al., 2018; Eyal and Roth, 2011; Ryan and Deci, 2000). Previous studies have shown the advantages of providing teachers with autonomy to determine personal and professional improvement. Bergmark (2020) found that giving teachers the opportunity to identify areas of improvement based on teaching experience expanded the ways they think and understand themselves as teachers and how they can improve their teaching. Teachers who plan their own improvement showed a higher level of curiosity in learning and trying out new things. Bergmark (2020) also shows that a continuous cycle of reflection and teaching improvement allows teachers to recognise that the perfect lesson does not exist. Hence, continuous reflection and improvement are needed to shape the lesson to meet various classroom contexts. Moreover, Cheon et al. (2018) found that increased teacher autonomy led to greater teaching efficacy and a greater tendency to adopt intrinsic (relative to extrinsic) instructional goals. In developed countries, teacher autonomy is present and has become part of teachers’ professional life and schools’ development plans. In Finland, for example, the government is responsible for providing resources and services that schools request, while school development and teachers’ professional learning are integrated into a day-to-day “experiment” performed collaboratively by teachers and principals (Niemi, 2015). This kind of experience gives teachers a sense of mastery and boosts their determination to continuously learn (Ryan and Deci, 2000). In low-performing countries, distributing autonomy of education quality improvement to schools and teachers negatively correlates with the countries’ education outcomes (Hanushek et al., 2011). This study also suggests that education outcome accountability and teacher capacity are necessary to ensure the provision of autonomy to improve education quality. However, to have teachers who can meet dynamic educational challenges through continuous learning, de Klerk & Barnett (2020) suggest that developing countries include programmes that could nurture teachers’ agency to learn in addition to the regular content and pedagogical-focused teacher training materials. Giving autonomy to teachers can be challenging in an environment where accountability or performance is measured by narrow considerations (teacher exam score, administrative completion, etc.). As is the case in Jakarta, the capital city of Indonesia, teachers tend to attend training to meet performance evaluation administrative criteria rather than to address specific professional development needs (Dymoke and Harrison, 2006). Generally, the focus of the training relies on what the government believes will benefit their teaching workforce. Teacher professional development (TPD) is merely an assignment for Jakarta teachers. Most teachers attend the training only to obtain attendance certificates that can be credited towards their additional performance allowance. Consequently, those teachers will only reproduce teaching practices that they have experienced or observed from their seniors. As in other similar professional development systems, improvement in teaching quality at schools is less likely to happen (Hargreaves, 2000). Most of the trainings were led by external experts or academics who did not interact with teachers on a day-to-day basis. This approach to professional development represents a top-down mechanism where teacher training was designed independently from teaching context and therefore appears to be overly abstract, unpractical, and not useful for teachers (Timperley, 2011). Moreover, the lack of relevancy between teacher training and teaching practice leads to teachers’ low ownership of the professional development process (Bergmark, 2020). More broadly, in the Jakarta education system, especially the public school system, autonomy was never given to schools and teachers prior to establishing the new TPD system in 2021. The system employed a top-down relationship between the local education agency, teacher training centres, principals, and teachers. Professional development plans were usually motivated by a low teacher competency score or budgeted teacher professional development programme. Guided by the scores, the training centres organised training that could address knowledge areas that most of Jakarta's teachers lack. In many cases, to fulfil the quota as planned in the budget, the local education agency and the training centres would instruct principals to assign two teachers to certain training without knowing their needs. Realizing that the system was not functioning, Jakarta’s local education agency decided to create a reform that gives more autonomy toward schools and teachers in determining teacher professional development plan. The new system has been piloted since November 2021. To maintain the balance between administrative evaluation and addressing professional development needs, the new initiative highlights the key role played by head teachers or principals. This is based on assumption that principals who have the opportunity to observe teaching practice closely could help teachers reflect and develop their professionalism. (Dymoke and Harrison, 2006). As explained by the professional development case in Finland, leadership and collegial collaboration are also critical to shaping a school culture that could support the development of professional autonomy. The collective energies among teachers and the principal will also direct the teacher toward improving teaching, learning, and caring for students and parents (Hyslop-Margison and Sears, 2010; Hargreaves, 2000). Thus, the new TPD system in Jakarta adopts the feature of collegial collaboration. This is considered as imperative in Jakarta where teachers used to be controlled and join a professional development activity due to external forces. Learning autonomy did not exist within themselves. Hence, teachers need a leader who can turn the "professional development regulation" into a culture at schools. The process will shape teachers to do professional development quite autonomously (Deci et al., 2001). In this case, a controlling leadership style will hinder teachers’ autonomous motivation. Instead, principals should articulate a clear vision, consider teachers' individual needs and aspirations, inspire, and support professional development activities (Eyal and Roth, 2011). This can also be called creating a professional culture at schools (Fullan, 1996). In this Note, we aim to understand how the schools and teachers respond to the new teacher professional development system. We compare experience and motivation of different characteristics of teachers.
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Pookulangara, Sanjukta, and Arlesa Shephard. Technology Vs. Teachers: Student use of university digital collections and role of Teachers. Ames: Iowa State University, Digital Repository, 2017. http://dx.doi.org/10.31274/itaa_proceedings-180814-1841.

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Hwa, Yue-Yi, Sharon Kanthy Lumbanraja, Usha Adelina Riyanto, and Dewi Susanti. The Role of Coherence in Strengthening CommunityAccountability for Remote Schools in Indonesia. Research on Improving Systems of Education (RISE), February 2022. http://dx.doi.org/10.35489/bsg-rise-wp_2022/090.

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Incoherence in accountability relationships can hamper the quality of education. Such incoherence can be a particular challenge in resource-constrained, remote villages where teachers tend to have higher educational capital and social status than the parents and communities that they serve. We analyze quantitative and qualitative data from a randomized controlled trial of a social accountability mechanism (SAM) for schools in remote Indonesian villages. The intervention had three treatment arms, all of which included the SAM, which engaged village-level stakeholders in a consensus-building process that led to joint service agreements for supporting the learning process. Prior analyses have found that all three treatment arms significantly improved student learning, but the treatment arm combining the SAM with performance pay based on camera-monitored teacher attendance led to much larger gains than the SAM-only treatment or the treatment arm combining the SAM with teacher performance pay based on a community-evaluated scorecard. Drawing on a range of quantitative data sources across all treatment schools (process monitoring, survey, and service agreement indicators) and qualitative data from nine case study schools (interviews and focus group discussions), we show firstly that the student learning gains across all three treatment arms were accompanied by increases in the coherence of the accountability relationships between village-level stakeholders, and in the degree to which these relationships were oriented toward the purpose of cultivating learning. We further show that the treatment combining SAM with camera-monitored teacher performance pay led to greater improvements in the coherence of accountability relationships than the other treatment arms, because the cameras improved both the technical capacity and the social legitimacy of community members to hold teachers accountable. This coherence-focused, relational explanation for the relative effectiveness of the treatment arms has more explanatory power than alternative explanations that focus narrowly on information quality or incentive structure. Our analysis reinforces arguments for ensuring that accountability structures are coherent with the local context, including local social structures and power dynamics.
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Ehsanipour, Tina, and Florencia Gomez Zaccarelli. Exploring Coaching for Powerful Technology Use in Education. Digital Promise, July 2017. http://dx.doi.org/10.51388/20.500.12265/47.

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This literature review, published in partnership with Stanford University’s Center to Support Excellence in Teaching, summarizes findings from existing research on teacher coaching and explores the following questions: What is the role of technology in the 21st century classroom? How do we best provide teachers with the time, support, and space to learn how to use new technological tools and resources effectively and to support deeper learning?
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Tokarieva, Anastasiia V., Nataliia P. Volkova, Inesa V. Harkusha, and Vladimir N. Soloviev. Educational digital games: models and implementation. [б. в.], September 2019. http://dx.doi.org/10.31812/123456789/3242.

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Nowadays, social media, ICT, mobile technologies and applications are increasingly used as tools for communication, interaction, building up social skills and unique learning environments. One of the latest trends observed in education is an attempt to streamline the learning process by applying educational digital games. Despite numerous research data, that confirms the positive effects of digital games, their integration into formal educational contexts is still relatively low. The purpose of this article is to analyze, discuss and conclude what is necessary to start using games as an instructional tool in formal education. In order to achieve this aim, a complex of qualitative research methods, including semi-structured expert interviews was applied. As the result, the potential of educational digital games to give a unique and safe learning environment with a wide spectrum of build-in assistive features, be efficient in specific training contexts, help memorize studied material and incorporate different learning styles, as well as to be individually adaptable, was determined. At the same time, the need for complex approach affecting the administration, IT departments, educators, students, parents, a strong skill set and a wide spectrum of different roles and tasks a teacher carries out in a digital game-based learning class were outlined. In conclusion and as a vector for further research, the organization of Education Design Laboratory as an integral part of a contemporary educational institution was proposed.
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Morton, Florence. Student Perceptions of the Teacher-Counselor Role at the Albina Youth Opportunity School. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.1719.

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