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Journal articles on the topic 'Teacher roles'

Author: Grafiati

Published: 4 June 2021

Last updated: 25 July 2025

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1

Muhammad, Akram. "The Multiple Roles of Teacher and Teacher Training in Pakistan." American Based Research Journal 2, no. 7 (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 The stick and rod culture now has been replaced by the use of modern technology in teaching.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

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2

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

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3

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

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4

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 (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 t

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5

Świątek, Adam. "Teacher Roles in the Modern Polish Education." Roczniki Humanistyczne 71, no. 10sp (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 i

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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 (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

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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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8

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 (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 (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 s

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11

Short, Kathy, Gloria Kaufman, Sandy Kaser, Leslie H. Kahn, and Kathleen Marie Crawford. "“Teacher-Watching”: Examining Teacher Talk in Literature Circles." Language Arts 76, no. 5 (1999): 377–85. http://dx.doi.org/10.58680/la199945.

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Investigates how teacher talk and social interaction influence children’s discussions, by comparing the talk occurring within literature circles in fourth-grade classrooms where teachers were and were not present. Discusses the four roles teachers took (facilitators, participants, mediators, and active listeners). Notes strategies students used to generate and facilitate their discussions that related to teacher roles within the classroom.

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Chae, Mi Young. "A comprehensive understanding of early childhood teacher’ roles." korean Jouranl of Early Childhood Education 26, no. 4 (2024): 280–305. https://doi.org/10.15409/riece.2024.26.4.12.

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The purpose of this study is to investigate comprehensive meaning of early childhood teacher’ roles. Research findings reviewing study results on early childhood teacher’ roles are as follows: Firstly, role models were suggested by children educators are different from times. Recently, teacher’ roles to carry out high quality education and reflect demands of education field are added. secondly, early childhood teachers in era of the fourth industrial revolution are fostering children’s creative and critical thinking, supporting self-directed learning of children. Thirdly, teachers should perfo

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13

Hart, Ann Weaver. "Creating Teacher Leadership Roles." Educational Administration Quarterly 30, no. 4 (1994): 472–97. http://dx.doi.org/10.1177/0013161x94030004005.

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14

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

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Dinh Nhu Ha, NGUYEN, HA Thi Ngoc Thuong, NGUYEN Thanh Binh, and NGO Phan Lan Dung. "THE ROLES OF PRINCIPAL IN ENCOURAGING TEACHER COLLABORATION AT SHOOLS: AN OVERVIEW." Vinh University Journal of Science 53, Special Issue 2 (2024): 242–49. http://dx.doi.org/10.56824/vujs.2024.htkhgd130.

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Collaboration between teachers is a significant predictor of outcome variables at the schools, teacher, and student levels. As they are in charge of establishing the work settings for teachers, principals have the power to encourage and develop teacher collaboration. The aim of this case study was to gain insight into how important principals’ roles are in establishing and maintaining a cooperative work environment between teachers. With the document analysis method, the paper is going to discuss principals’ roles in encouraging collaboration between teachers, the benefits of teacher collabora

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16

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

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Omolola, Taiwo Adams. "Teacher's Roles in Developing Entrepreneurial Skills." CONTINENTAL J. EDUCATION RESEARCH 12, no. 1 (2019): 1–5. https://doi.org/10.5281/zenodo.3247185.

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<em>The goal of education is entrepreneurship that is the making of an individual who is self-reliant and self-sufficient. The quality of any system of education also depends on the calibre of teachers who teach students or people in order to acquire one skill or the other. Entrepreneurial education has achieved little success due to inadequate preparation of teachers. This paper therefore attempts to look into teacher’s roles in developing entrepreneurial skills in Nigeria. Teacher’s challenges are examined and possible solution proferred.</em>

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Hermansen, Hege, Marte Lorentzen, Sølvi Mausethagen, and Tatjana Zlatanovic. "Hva kjennetegner forskning på lærerrollen under Kunnskapsløftet? En forskningskartlegging av studier av norske lærere, lærerstudenter og lærerutdannere." Acta Didactica Norge 12, no. 1 (2018): 8. http://dx.doi.org/10.5617/adno.4351.

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Den norske lærerrollen har blitt påvirket av en rekke utviklingstrekk siden årtusenskiftet. I denne artikkelen undersøker vi hva som kjennetegner forskning på lærerrollen publisert siden innføringen av Kunnskapsløftet. Vi beskriver tematiske, metodiske og analytiske egenskaper ved forskningsfeltet, basert på en systematisk forskningskartlegging av tidsskriftsartikler publisert mellom 2007 og 2016 med norske lærere, lærerstudenter og lærerutdannere som informanter. Et hovedfunn er at forskningen i stor grad er orientert mot læreres praksis, mens andre aspekter av lærerrollen er mindre belyst. A

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Urriquia, Lady Lyn. "Mediating Effects of Work Values on The Roles and Qualities of School Leaders and Teachers Core Behavioral Competencies." Journal of General Education and Humanities 4, no. 1 (2024): 47–58. https://doi.org/10.58421/gehu.v4i1.217.

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The study investigates the mediating effects of work values on the roles and qualities of school leaders and teachers' core behavioral competencies. The research involved 100 public elementary school teachers from nine Del Remedio District, Division of San Pablo City schools, with the majority being female and married. The study used descriptive and correlational research methods to determine the relationship between leadership roles, qualities, and teacher performance. The questionnaire was divided into five parts: respondent profiles, perceptions about the mediating effects of work value in

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Akkaya, Burcu. "The Analysis of Metaphorical Perceptions of Teachers Related to Teachers in terms of Teaching Approaches They Adopt." Journal of Education and Learning 10, no. 5 (2021): 109. http://dx.doi.org/10.5539/jel.v10n5p109.

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This research aimed to determine the metaphorical perceptions of class teachers and reveal whether these perceptions are affected by the teaching approaches they adopt. Because teachers&rsquo; opinions were collected in written form, this study is a descriptive survey model study. The participants of the study consisted of 64 class teachers chosen through the maximum variety sampling method. A data collection tool consisting of two open-ended questions was developed to determine the metaphors and educational approaches teachers adopt. According to research results, teacher metaphors are hi

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Juryatina, Juryatina, and Amrin Amrin. "Students’ interest in Arabic language learning: the roles of teacher." Journal of Educational Management and Instruction (JEMIN) 1, no. 1 (2021): 40–49. http://dx.doi.org/10.22515/jemin.v1i1.3459.

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Arabic language education is a compulsory subject in Madrasah (Primary education level) under the auspices of the Ministry of Religious affairs. The students’ interest in Arabic language learning in Madrasah Aliyah Nurul Haq Rite Indonesia was very low. This is due to the students’ dislike of Arabic that demands the students to think, memorize, and be proficient in speaking as well as other skills. The current learning activities are non-varied and teacher-centered learning models. This study aims to determine the role of teachers in increasing students’ interest in Arabic learning. This study

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Kulikova, Tatyana I. ""DIGITAL" TEACHER: NEW ROLES, FUNCTIONS AND COMPETENCES." Russian Journal of Education and Psychology 15, no. 4 (2024): 482–97. http://dx.doi.org/10.12731/2658-4034-2024-15-4-560.

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Background. The development of digital technologies is one of the priority tasks of modern education, a crucial step in improving the quality of learning and teaching and transforming the role of the teacher in the conditions of digitalisation of education. The purpose of the research presented in the article is to describe the qualitative changes in the professional activity of teachers and to consider the "digital" roles and digital competence of teachers based on the data of questionnaire survey of teachers working in profile psycho-pedagogical classes in the city of Tula and Tula region. M

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Yaacob, Wan Suhaila Wan, and Dr Yahya Don. "Teacher Leadership Model: Roles and Values." JOURNAL OF SOCIAL SCIENCE RESEARCH 12, no. 1 (2018): 2556–67. http://dx.doi.org/10.24297/jssr.v12i1.6994.

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This project paper aimed at identifying the dimensions for teacher leadership model. The instrument used to measure the dimensions was adapted from Teacher Leadership Self-Assessment (TLSA) by Katzenmeyer and Moller (2009). This measurement tool consists of 47 items distributed into seven dimensions namely 1) self-awareness, 2) leading change, 3) communication, 4) diversity, 5) instructional proficiency and leadership, 6) continuous improvement, and 7) self-organization. This project paper involved 130 teachers of Mara Junior Science Colleges in the state of Kelantan, Malaysia. Structural Equa

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Azzahra, Sabrilla Almas, and Alma Dias Rahmawati. "PHYSICS TEACHER COMPETENCIES TO DEVELOP EDUCATIONAL LEADERSHIP ROLES." Proceedings of International Conference on Education 2, no. 1 (2024): 129–36. http://dx.doi.org/10.32672/pice.v2i1.1329.

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The challenges of education in the Merdeka Curriculum era direct teachers to be able to develop good educational leadership, so teachers need to have four main competencies, namely pedagogical, personality, social, and professional competencies. The purpose of this study is to explore the importance of Physics teacher competencies in developing educational leadership roles. The study was conducted at SMA N 4 Surakarta using qualitative research methods including, observation, interview, and literature study. Observations and interviews were used to obtain primary data, while a literature study

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Kazragytė, Vida. "The Combining the Roles of a Teacher and an Artist: the Analysis of the Prospective Theatre Teachers’ Action Research." Pedagogika 125, no. 1 (2017): 68–80. http://dx.doi.org/10.15823/p.2017.05.

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The article deals with the empirical study, which inquiries in the combining the roles of an artist and of a teacher during artistic creation and education processes. The data were obtained by making the qualitative analysis of the accounts of the prospective theatre teachers’ action research reports (N – 24). The prospective theatre teachers were creating the theatrical performances and taught the students who performed the roles in their performances. There were not found any statements which would indicate that the roles of an artist and of a teacher are considered to be opposite to e

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H.N., Veena. "REFLECTIVE PRACTICES & HIGHER EDUCATION – ROLES AND RESPONSIBILITIES OF TEACHERS." Shanlax International Journal of Arts, Science and Humanities 6, S2 (2019): 211–14. https://doi.org/10.5281/zenodo.2566897.

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<em>This paper focuses on application of reflective practices in higher education and addresses the challenging roles of a teacher in present day higher education scenario. Teachers are enthusiastic professionals and they leave a long-lasting impact on learners. Teaching profession is considered as a noble profession and is considered on par with other professions. Only teachers can make a positive difference in the lives of young people. As a mentor and role model students will be always inspired by the commitment of the teacher towards assisting learners in developing their unique talent and

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Subedi, Kusum Raj, Upendra Subedi, and Suprabha Subedi. "Teacher's Role in Managing the Classroom Pedagogy." Shaheed Smriti Journal 9, no. 12 (2023): 16. https://doi.org/10.5281/zenodo.10573618.

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The purpose of this research is to investigate teacher’s roles performed by the English teachers in managing the class during the teaching and learning process at schools of Ratnanagar municipality. The research methodology used is descriptive design with qualitative approach which is aimed to describe the real situation in the f ield. In collecting the data, the researchers used questionnaires, observation sheet, f ield note and interview guide as the instruments. Moreover, the research subject is an English teacher who teaches at seventh and eigh

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Aktekin, Nafiye Cigdem, and Hatice Celebi. "ELT Student Teacher Identity Construction: Exploring Teacher Roles and Domains of Expertise." International Journal of Language Education 4, no. 2 (2020): 113. http://dx.doi.org/10.26858/ijole.v4i2.10655.

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In this study, we direct our focus to identity construction in an English language teaching (ELT) teacher education program. We explore the teacher roles in which student teachers are struggling to position themselves comfortably and the teacher expertise domains (subject matter, didactics, and pedagogy) that they are dedicating themselves to improving. To address our research focus, we have collected reflections and survey responses from 18 student teachers in an ELT education department. Our findings indicate that ELT student teachers find it difficult to position themselves as experts in an

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Agustiani, Indah Windra Dwie. "MAXIMAZING TEACHER ROLES IN SHAPING SELF-DIRECTED LEARNERS." English Community Journal 3, no. 1 (2019): 289. http://dx.doi.org/10.32502/ecj.v3i1.1694.

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This paper attempts to offer some efforts that can be applied or employed by teachers in teaching learning activities to shape self-directed learners. It encompasses some theories about roles of teachers, roles of learners, the definition and characteristics of self-directed learners,the advantages of self-directed learning, and some possible tips of shaping self-directed learners. Some roles of teachers are discussed in this paper to highlight that teachers do not only teach and give some materials to be learned by their learners but have great tasks, like to be a monitor of students learning

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Hasba, Sandra. "Multi Peran Guru di SMP Negeri 1 Konawe Selatan (Antara Kinerja dan Panggilan Moral)." Shautut Tarbiyah 25, no. 2 (2019): 359. http://dx.doi.org/10.31332/str.v25i2.1672.

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This article aims to provide an overview of the roles of teachers in improving performance in SMP Negeri 1 Konawe Selatan, which includes: 1) The role of teachers in creating a learning climate; 2) Factors that affect teacher performance; 3) Portrait of the teacher at SMP Negeri 1 Konawe Selatan; 4) the role of the principal in improving teacher performance. This research uses descriptive qualitative research, where the process of collecting data is done through interviews, observations, and documentation studies. Data analysis is performed through the stages of reduction, display, and data ve

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Wu, Huiqi, Wenting Wu, Yurong Yang, and Na Dong. "<b>From “Main-Auxiliary Duality” to “Symbiosis of Advantages”: Dynamic Role Reconstruction of AI Teachers and Real Teachers in Dual-Teacher Classrooms</b>." Journal of Language, Culture and Education 2, no. 2 (2025): 1–26. https://doi.org/10.70267/jlce.2025.v2n2.0127.

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The new dual-teacher classroom of “real teacher + AI teacher” provides broad space for the application of AI teachers but also produces a series of problems, such as uneven distributions of dual-teacher roles and functions and solidified role relationships. This paper takes personal construction theory as the research perspective, the Kelly grid method as the research method, and social interdependence theory and actor network theory as the basis of the dual-teacher classroom framework. Through the three-element interview method, 15 participants’ views on the differences in the roles of the tw

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Sawangwan, Sirin. "ChatGPT vs Teacher Roles in Developing EFL Writing." International Journal of Computer-Assisted Language Learning and Teaching 14, no. 1 (2024): 1–21. http://dx.doi.org/10.4018/ijcallt.361235.

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This study statistically compared the differences between Chat Generative Pre-Trained Transformer (ChatGPT) and teacher instruction, comparing the use of ChatGPT with teachers' roles in developing English as a Foreign Language writing. A mixed-method approach was employed. The quantitative component examined learners' writing performance, before and after revisions given by ChatGPT, as well as before and after receiving teacher instruction. Additionally, the study explores the differences between the results in the two groups. The qualitative analysis explored outcomes of using ChatGPT and ide

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Suarcaya, Putu. "Interpreting Deconstructed EFL Teacher Roles." Journal of AsiaTEFL 18, no. 3 (2021): 1032–39. http://dx.doi.org/10.18823/asiatefl.2021.18.3.23.1032.

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BALYER, AYDIN, KENAN OZCAN, and ALI YILDIZ. "Teacher Empowerment: School Administrators Roles." Eurasian Journal of Educational Research 17, no. 70 (2017): 1–18. http://dx.doi.org/10.14689/ejer.2017.70.1.

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Ahmed, Rukshana. "12 Roles of a Teacher." Bangladesh Journal of Anatomy 17, no. 1 (2019): 1–3. http://dx.doi.org/10.3329/bja.v17i1.75509.

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Carey, Doris M. "Teacher Roles and Technology Integration:." Computers in the Schools 9, no. 2-3 (1993): 105–18. http://dx.doi.org/10.1300/j025v09n02_10.

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Cheek, Earl H., and Jimmy D. Lindsey. "Principal's Roles and Teacher Conflict." Journal of Learning Disabilities 19, no. 5 (1986): 280–84. http://dx.doi.org/10.1177/002221948601900506.

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38

Diputro, Angga Dwi Cahyo Andar, and Pratnyawati Nuridi Suwarso. "PRE-SERVICE ENGLISH TEACHERS’ PERSPECTIVES TOWARDS TEACHER PROFESSIONALISM: A NARRATIVE INQUIRY." Jurnal Pendidikan Bahasa dan Sastra 20, no. 1 (2020): 95–110. http://dx.doi.org/10.17509/bs_jpbsp.v20i1.25975.

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Since 2018, there are 2.449 pre-service teachers (PSTs) prepared to be professional teachers. In Indonesia, those PSTs are enrolled in the professional development program called PPG. To become a teacher, they have to obey teacher professionalism regulated in the Law Number 14 Year 2005 explaining, among others, that teacher roles, teacher competencies, and teacher professional development programs are the important aspects in determining teacher professionalism. This research aims to know their perspectives towards teacher professionalism. The method used was the qualitative research method a

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Mangin, Melinda M. "Distributed Leadership and the Culture of Schools: Teacher Leaders’ Strategies for Gaining Access to Classrooms." Journal of School Leadership 15, no. 4 (2005): 456–84. http://dx.doi.org/10.1177/105268460501500405.

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Formal teacher leadership roles—such as coach and coordinator—have become a standard component of education reform efforts intended to support teachers’ instructional improvement efforts. Yet the culture of schools is widely understood to favor autonomy and egalitarianism, suggesting that classroom teachers may be resistant to peer leadership. This study examines how 12 elementary-level teacher leaders negotiate access to classrooms and encourage instructional change in light of teacher resistance. Findings suggest that teacher leaders make concessions that may ultimately limit their impact on

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Chaovanapricha, Khacheenuj, and Panna Chaturongakul. "Interdisciplinary Teacher Collaboration in English for Specific Purposes Subjects in a Thai University." English Language Teaching 13, no. 5 (2020): 139. http://dx.doi.org/10.5539/elt.v13n5p139.

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The purpose of this research study was to investigate the roles of English teachers and subject teachers engaged in the collaborative process of interdisciplinary teaching in English for Specific Purposes subjects at a Thai university and explore the benefits and drawbacks of implementing such collaborations. In addition, students&rsquo; attitudes towards interdisciplinary teacher collaboration (ITC) in ESP classrooms were explored. Participants were English teachers, subject teachers, and students studying on ESP subjects. This research study used a mixed methods approach from four source

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Sulastri, Sulastri, Nurkolis Nurkolis, and Widya Kusumaningsih. "Skill Differences of Teacher Leaders Compared to Regular Teachers." KnE Social Sciences 10, no. 9 (2025): 223–34. https://doi.org/10.18502/kss.v10i9.18495.

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Not all the teacher leader graduates have been appointed as educational leaders because their value is not yet known. To find out the value of a teacher leader, we can use their skills in digital literacy and their roles at school and outside school. This research uses a qualitative phenomenological approach through interviews and observations in Kendal Regency, Central Java Province, Indonesia. The research results show that the digital literacy skills of teacher leaders were more advanced than those of regular teachers, and that their roles were broader and more varied. Based on these result

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Chien, Chin-Wen. "Taiwanese elementary school English teachers' perception of teacher leadership." Research in Education 108, no. 1 (2018): 46–61. http://dx.doi.org/10.1177/0034523718809390.

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This study used documents, interviews, and questionnaires to explore 10 Taiwanese elementary school English teachers’ perceptions of teacher leaders and leadership and to what extent their background influenced their perceptions of leadership. The conceputal framework was developed based on the component of teacher leaderships, principles for leadership and domains of leaderships. The study had the following major findings. First, participants unanimously agreed on the perceptions of leaders in terms of teaching as an important profession, the influence of institutions on teacher leaders, and

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Ganser, Tom. "How Teachers Compare the Roles of Cooperating Teacher and Mentor." Educational Forum 66, no. 4 (2002): 380–85. http://dx.doi.org/10.1080/00131720208984858.

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Budiwati, Neti, Asep Herry Hernawan, and Rudi Adi Nugroho. "ANALYSIS OF THE ROLE OF MENTORS IN PRE-SERVICE TEACHER EDUCATION PROGRAM: PERSPECTIVE OF THE ROLE OF MENTORS IN THE FUTURE." International Conference On Social Science Education Proceeding 2 (December 31, 2024): 20–30. https://doi.org/10.20527/k202ed21.

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One of the compulsory courses for prospective teachers in the Teacher Education Program is the Field Experience Program. In the implementation of this Field Experience Program, students are accompanied by Field Supervisors and Mentor Teachers. Field Supervisors and Mentor Teachers are positioned as mentors for prospective teacher students as mentees. It is suspected that Field Supervisors and Mentor Teachers have not carried out their functions as mentors properly. This study aims to identify nine mentor roles in mentoring prospective teacher students, so that it can be analyzed which mentor r

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45

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 (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 ph

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Rust, Frances O’Connell. "Redesign in teacher education: the roles of teacher educators." European Journal of Teacher Education 42, no. 4 (2019): 523–33. http://dx.doi.org/10.1080/02619768.2019.1628215.

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Houser, Neil O. "Teacher-Researcher: The Synthesis of Roles for Teacher Empowerment." Action in Teacher Education 12, no. 2 (1990): 55–60. http://dx.doi.org/10.1080/01626620.1990.10462749.

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Anggarsari, Rian Hardika, Abdurrachman Faridi, and Dwi Rukmini. "Code-Switching in Interactions between Teacher and Students with Different Levels of Language Proficiencies." English Education Journal 11, no. 2 (2021): 166–76. http://dx.doi.org/10.15294/eej.v11i1.44072.

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In an English teaching and learning process, teachers and students have interactions that occupy the studentsâ€™ first language. It can be related to the existence of code-switching. It can help them fill in the gap which occurs during a conversation. It can improve the quality of teaching and learning. This study focuses on the analysis of code-switching in the interactions between the teacher and the students with different levels of language proficiency. This study examines how the teacher produced code-switching, the studentsâ€™ responses towards the teacherâ€™s code-switching, and the tea

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Shim, Taeeun, and Sumi Kim. "Pre-Service Secondary Teachers’ Views on Educators’ Roles and Qualities." Korean Association For Learner-Centered Curriculum And Instruction 25, no. 13 (2025): 459–75. https://doi.org/10.22251/jlcci.2025.25.13.459.

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Objectives The purpose of this study is to explore the subjective perceptions of pre-service secondary teachers regarding the roles and qualities of teachers. Methods The study employed Q methodology, which combines qualitative and quantitative approaches to analyze subjective perspectives. A total of 37 pre-service secondary teachers participated in Q-sorting, ranking 40 statements related to educators’ roles and qualities. Factor analysis was conducted to classify distinct teacher types based on their responses. Results Three teacher types emerged: (1) Reflective Traditionalist Educators, wh

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Haji Karim Khan, Yasmeen Batool, and Farah Deeba. "Transforming Perspective Teachers' Beliefs about Teaching: What Teacher Educators do in a Teacher Education Institution in Pakistan?" sjesr 4, no. 1 (2021): 545–54. http://dx.doi.org/10.36902/sjesr-vol4-iss1-2021(545-554).

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Taking the lenses of cultural perspectives, this study has investigated the role of teacher educators in transforming the teaching and learning beliefs of prospective teachers in a formal teacher education program in a remote mountainous region of Pakistan. We used a qualitative exploratory approach to conduct the study and collected data from eight teacher educators through semi-structured interviews, non-participatory observations of the classroom practices, as well as researchers' field, notes Findings, showed that the changing culture of teacher education in Pakistan seem to redefine and r

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