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1
Henderson, Bruce B. "The Role of Psychology Departments in Supporting Secondary School Teachers of Psychology." Teaching of Psychology 21, no. 2 (April 1994): 107–8. http://dx.doi.org/10.1207/s15328023top2102_12.
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Providing continuing education for secondary school teachers may be more important to the improvement of high school psychology than are changes in teacher preparation and certification. The special role that college and university departments of psychology can play in providing this education and supporting these teachers is illustrated in a brief history of one department's work with teachers in North Carolina.
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Edinger, Matthew J. "Online Teacher Professional Development for Gifted Education: Examining the Impact of a New Pedagogical Model." Gifted Child Quarterly 61, no. 4 (August 2, 2017): 300–312. http://dx.doi.org/10.1177/0016986217722616.
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This article theoretically develops and examines the outcomes of a pilot study that evaluates the PACKaGE Model of online Teacher Professional Development (the Model). The Model was created to facilitate positive pedagogical change within gifted education teachers’ practice, attitude, collaboration, content knowledge, and goal effectiveness. Kirkpatrick and Kirkpatrick’s model of training evaluation suggests that trainees should evaluate the training for satisfaction at the time the training is completed, as well as 6 months after, to evaluate for behavior change. Applying Kirkpatrick and Kirkpatrick’s model, findings indicate that teachers were immediately satisfied with the Model’s effectiveness, adequacy, and overall quality. Six months after the online teacher professional development, teachers indicated a strong positive change in each of the five gifted education pedagogical components. Overall, these preliminary findings suggest that the use of the Model creates a positive change within teachers’ gifted education pedagogy.
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Dewey, Jim, Paul T. Sindelar, Elizabeth Bettini, Erling E. Boe, Michael S. Rosenberg, and Chris Leko. "Explaining the Decline in Special Education Teacher Employment From 2005 to 2012." Exceptional Children 83, no. 3 (April 2017): 315–29. http://dx.doi.org/10.1177/0014402916684620.
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Demand for special education teachers grew continuously from the passage of Public Law 94-142 in 1975 through 2005, when this trend reversed. From 2005 to 2012, the number of special education teachers employed by U.S. schools declined by >17%. The primary purpose of this investigation was to determine factors that contributed to this decline. We parsed change in number of special education teachers employed into four constituent elements and found that these recent reductions were fueled by decreases in disability prevalence and the relative ratio of teachers to students in special versus general education, which favored the latter. These changes have important implications for teacher preparation programs’ efforts to adequately prepare special and general educators and for policies designed to improve teacher quality.
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Marshall, J. Dan, Amy K. Otis‐Wilborn, and James T. Sears. "Preview: Viewing change for tomorrow's teachers." Peabody Journal of Education 65, no. 2 (January 1988): 1–2. http://dx.doi.org/10.1080/01619568809538591.
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Kilgallon, Pam, Carmel Maloney, and Graeme Lock. "Early Childhood Teachers Coping with Educational Change." Australasian Journal of Early Childhood 33, no. 1 (March 2008): 23–29. http://dx.doi.org/10.1177/183693910803300105.
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Petrina, Stephen. "Luella Cole, Sidney Pressey, and Educational Psychoanalysis, 1921–1931." History of Education Quarterly 44, no. 4 (2004): 524–53. http://dx.doi.org/10.1111/j.1748-5959.2004.tb00019.x.
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Trends in thePsychological Indexindicated a change in resources directed toward education between the early 1910s and late 1920s. By 1930, “educational” studies accounted for the highest percentage—about 25 percent—of 25, 472 articles in psychology, with studies in “abnormal” and “social” psychology accounting for respectively 21 percent and 19 percent. This trend, evident in theReader's Guide to Periodical Literatureas well, reflected an increasing popularity of psychotherapeutic knowledge and products in clinics, courts, hospitals, prisons, and schools. As a growth market, education offered resources and was viewed as the most promising institution in the United States for regulating normality. By the late 1910s, “educational psychology” was central to institutions of teacher training. Certainly, for psychologists, psychology was the “the source of fundamental assumptions” for guiding educational practice. Teachers' views were similar. In one survey in the mid 1920s, teachers recognized educational psychology as the most intrinsically valuable course in their university programs. In other words, within institutions like The Ohio State University (OSU), requirements in teacher training provided psychologists with a mechanism for demonstrating the uses of psychotherapeutic knowledge, products, and procedures. These trends beg a simple question: What was educational psychology?
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Wilhelm, Anne Garrison, Dawn Woods, and Yusuf Kara. "Supporting change in novice alternative certification teachers' efficacy." Psychology in the Schools 58, no. 10 (May 15, 2021): 1902–18. http://dx.doi.org/10.1002/pits.22539.
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Harris, Patricia. "Poverty, Disadvantage and Negotiating the Curriculum (R-2)." Australasian Journal of Early Childhood 21, no. 3 (September 1996): 6–10. http://dx.doi.org/10.1177/183693919602100303.
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This article is about a classroom teacher responding to the challenges of teaching in a disadvantaged school. The theory that underlies the practice is critical social theory which challenged the teacher to explore the disparity between the home and school environment with a view to making changes in classroom practice. The focus is to create a classroom environment which allows the students to have power over their classroom lives. The teacher puts forward the notion that negotiating the curriculum with the students is one way of changing the pattern of classroom interaction and empowering the students. The article outlines briefly the skills that the students needed to develop before they could negotiate the curriculum. It outlines how the teachers working with a colleague, Suzanne Armstrong, set about ensuring that the students gained those skills. Finally it summarises the outcomes observed by the teachers. This is about teachers taking risks to change their practice.
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Bayram Özdemir, Sevgi, and Metin Özdemir. "How do Adolescents’ Perceptions of Relationships with Teachers Change during Upper-Secondary School Years?" Journal of Youth and Adolescence 49, no. 4 (November 2, 2019): 921–35. http://dx.doi.org/10.1007/s10964-019-01155-3.
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Abstract The student-teacher relationship has mostly been assumed to be static. This approach is limited in providing information on how relationships with teachers evolve over time, and how possible changes affect young people’s adjustment. To address this gap in knowledge, the present study examined whether adolescents follow different trajectories in their perceptions of relationship with teachers and whether students on different trajectories differ from each other in their adjustment. The sample included 829 students residing in Sweden (Mage = 13.43, SD = 0.55, 51% girls). Three distinct teacher-relationship trajectories were identified. More than half (66%) of the adolescents (average-stable trajectory) reported an average level of positive relationships with teachers at grade 7, and did not change significantly over the three years. About 24% of the adolescents (high-increasing trajectory) reported a high level of fair and supportive teacher-relationships at T1, and continued to increase in their positive views from grade 7 to grade 9. Ten percent of the adolescents (average-declining trajectory) reported an average level of positive relationships with teachers at grade 7, but showed a decline in their positive views towards teachers over time. Relative to adolescents on an average-stable trajectory, adolescents on a high-increasing trajectory reported greater school satisfaction, higher achievement values, and lower failure anticipation. By contrast, adolescents in the average-declining group reported worsening school adjustment. No significant moderating effects of immigrant status and gender were found. These findings highlight the importance of the association between the continuous experience of supportive and fair teacher treatment and youth adjustment.
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Brady, Michael P., Paul R. Swank, Ronald D. Taylor, and Jerome Freiberg. "Teacher Interactions in Mainstream Social Studies and Science Classes." Exceptional Children 58, no. 6 (May 1992): 530–40. http://dx.doi.org/10.1177/001440299205800607.
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This investigation was designed to change teacher-student interactions in middle school social studies and science classes. Eighteen of 35 teacher volunteers received a six-session inservice emphasizing teacher effectiveness variables. Results indicated significant differences between experimental and control teachers on a pre-post contrast, as well as on a follow-up (maintenance) contrast. Differential effects on the science and social studies teachers were seen. Similarities and differences related to student type, independent of the intervention, were obtained.
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Pressley, Tim. "Teaching Educational Psychology in an International Setting: Exploring the Finnish Education System." International Education Studies 13, no. 7 (June 5, 2020): 20. http://dx.doi.org/10.5539/ies.v13n7p20.
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The emphasis of this paper is on the importance of teaching teacher preparation courses, specifically educational psychology, through a study abroad trip to Finland. This experience allowed American preservice teachers to see theories applied in an international setting while also allowing preservice teachers to compare the United States education system to the Finnish educational system. The current study includes sixteen female, preservice teachers’ perceptions of the trip. Development of the activities abroad occurred with a Finnish university and included multiple school visits, panel discussions, and guest lectures. These experiences allowed for full immersion in the Finnish education system. The data include observations, student papers, and student survey responses, which present changes in students’ views of education, views of the Finnish education system, and the application of theories in a real-world setting. This experience not only provided preservice teachers with an opportunity to see one of the best educational systems in the world but also pushed the preservice teachers to rethink how teaching and learning can look in a classroom.
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Egloff, Frank, and Elmar Souvignier. "Effects of Emotion on Teaching-Related Beliefs, Attitudes, and Intentions of Preservice Teachers." Psychology Learning & Teaching 19, no. 2 (September 5, 2019): 161–83. http://dx.doi.org/10.1177/1475725719868410.
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Affecting preservice teachers' pedagogical intentions and future behavior is a challenging goal of teacher education. It may be accomplished by purposefully changing their beliefs. The aim of this study was to investigate whether lesson videos, compared to an argumentation-based video format, can evoke stronger and more positive emotional reactions and whether these reactions in turn result in higher changes in beliefs, attitudes, and intentions. We measured student-oriented teaching beliefs, attitudes, and intentions of N = 129 preservice teachers before and after the intervention. As a treatment check, we also quantified their emotional reaction (arousal and valence) to the intervention. Results of indirect effect models revealed that watching lesson videos led to higher emotional arousal and, overall, higher emotional arousal was related to more positive change in beliefs. However, change rates of teaching beliefs, attitudes, and intentions were the same for the lesson video and the expert talk video group. Emotional valence had no effect on change of beliefs, attitudes, or intentions. This study adds empirical evidence to theoretical claims concerning the effects of emotions on changing teaching-related beliefs.
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Grant, Sandra, Susan Danby, Karen Thorpe, and Maryanne Theobald. "Early Childhood Teachers' Work in a Time of Change." Australasian Journal of Early Childhood 41, no. 3 (September 2016): 38–45. http://dx.doi.org/10.1177/183693911604100306.
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Saikauskienė, Albina, and Tomas Lazdauskas. "Dynamics of Difficulties Experienced by Prospective Teachers of Psychology During Teaching Practice." Pedagogika 125, no. 1 (April 13, 2017): 122–31. http://dx.doi.org/10.15823/p.2017.09.
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In the opinion of authors involved in studies on teacher education, teaching practice is an essential period of professional development (Hormenu et al., 2014; Hussain et al., 2013; Kirbulut & Bektas, 2011) and personality transformation (Schoeman & Mabunda, 2012) that enables student teachers to develop their professional and classroom identity as well as strengthening knowledge of theory and practice (Lakateb, 2016; Morales Cortés, 2016). Therefore, an analysis of the experience gained during each practice, as well as its dynamics, is undoubtedly useful in developing an active response to the difficulties faced by the student teachers and in adjusting the training process in a way that convinces them they are sufficiently prepared to overcome these difficulties.
This study is an analysis of the difficulties faced by prospective teachers of psychology during their teaching practice and the dynamics of such difficulties. We have analysed the reflections of two teaching practices of the previous two years undergone by the same student teachers (n = 34). In the study, we applied qualitative and quantitative data analysis methods.
The analysis of the results shows that during the practice students usually doubt their skills and competences in confronting difficulties in classroom management such as first contact with pupils, attention management, involvement in activities, response to misbehaviour, maintenance of discipline etcetera. The quantitative analysis of the confronted difficulties shows that the proportion of the experienced difficulties does not change from one practice to another (McNemar test χ2 < 3.84). More than half (56 %) of students pointed out the same difficulties faced during the first and the second practice. Although some student teachers assess their pedagogical competence as improved, it remains unclear why a meaningful reduction of the difficulties reported after the first practice does not take place in the second practice. The results suggest more research is needed into the dynamics of difficulties experienced by student teachers and into planning new ways to develop professional competences.
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Gage, Nicholas A., Reesha Adamson, Ashley S. MacSuga-Gage, and Timothy J. Lewis. "The Relation Between the Academic Achievement of Students With Emotional and Behavioral Disorders and Teacher Characteristics." Behavioral Disorders 43, no. 1 (June 22, 2017): 213–22. http://dx.doi.org/10.1177/0198742917713211.
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Teachers of students with emotional and/or behavioral disorders (EBD) are less experienced and more likely to have emergency certification than teachers of students with other disabilities. Yet, to date, research has not examined the relation between the academic achievement of students with EBD and characteristics associated with highly qualified teachers (teachers’ education level, certification status, and years of experience). Using a nationally representative longitudinal data set of students with disabilities, this study examined the relation between teacher characteristics and the academic achievement of students with EBD. Using hierarchical linear modeling, the study found low academic achievement for students with EBD, null effects for change in achievement across time, and null effects for the relation between (a) teachers’ educational level, certification status, and years of experience and (b) student academic achievement. Results indicate further research is needed to examine whether and how teacher characteristics may impact the academic achievement of students with EBD.
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Owens, Julie Sarno, Steven W. Evans, Erika K. Coles, Alex S. Holdaway, Lina K. Himawan, Clifton S. Mixon, and Theresa E. Egan. "Consultation for Classroom Management and Targeted Interventions: Examining Benchmarks for Teacher Practices That Produce Desired Change in Student Behavior." Journal of Emotional and Behavioral Disorders 28, no. 1 (December 3, 2018): 52–64. http://dx.doi.org/10.1177/1063426618795440.
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In the context of best practices consultation with high needs teachers, we examined (a) relations between teachers’ appropriate response to student rule violations and rates of rule violations, and (b) rates of student misbehavior among teachers who do and do not achieve various benchmarks of integrity and/or growth in skills. Participants were 48 teachers, 48 target students with or at risk for attention deficit hyperactivity disorder (ADHD; one per teacher), and remaining students in each classroom. Teachers received up to eight consultation sessions on classroom management and implementation of a daily report card (DRC) with the target student. We observed classwide rule violations, target student rule violations, and DRC violations, as well as the percentage of rule violations to which the teacher provided an appropriate response. Teachers who responded to a higher percentage of rule violations had fewer classwide rule violations ( rs = −.32 to –.53) and target student rule violations ( rs = −.22 to –.51) at baseline, Months 1 to 2, and Months 3 to 4 of consultation. Teachers who reached the minimum benchmark of 51% appropriate response and who demonstrated greater growth in appropriate responding witnessed fewer rule violations than teachers who did not achieve these benchmarks. Implications for preservice training, professional development, and consultation are discussed.
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Arini, Aquilina Tanti, Ratna Juwita Ghazali, Arti Satiti, Mintarsih Mintarsih, and Kwartarini W. Yuniarti. "Global Climate Change as Perceived by Elementary School Teachers in Yogyakarta , Indigenous Psychology Approach." Jurnal Psikologi 44, no. 3 (December 28, 2017): 211. http://dx.doi.org/10.22146/jpsi.26132.
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This study aimed to describe how the global climate change was perceived by teachers of elementary schools. The subjects were 111 teachers from 7 elementary schools in Yogyakarta City and Sleman district. The data were collected using open-ended questions (including perception about the weather, feeling evoked by global warming words and free responses related to global warming issues). The data were analyzed using the technique of qualitative and quantitative content analysis with Indigenous Psychology Approach. The result showed that only one teacher reported that there was no weather anomaly, while 110 teachers reported that they perceived weather anomaly. Of those who perceived weather anomaly mostly referred to natural conditions (including global climatic condition and environmental destruction) and human behavior as its causes. Responses about feeling as evoked by global warming word were classified into three categories, i.e. emotional, physical and irrelevant responses. Free responses about global warming were classified into four categories respectively from the highest frequency of responses: prevention (including statement “must be prevented”, prevention behaviors and prevention efforts), states (including the weather states and feeling), causes (including technological advances and human behavior generally), and others. The research finding was discussed in the frame of environmental concern as a means of character education in elementary school.
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Keck Frei, Andrea, Mirjam Kocher, and Christine Bieri Buschor. "Second-career teachers’ workplace learning and learning at university." Journal of Workplace Learning 33, no. 5 (January 11, 2021): 348–60. http://dx.doi.org/10.1108/jwl-07-2020-0121.
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Purpose The purpose of this study is to examine career-change student teachers’ practice-based learning in teacher training, with a special focus on the support they received. Design/methodology/approach This study is based on a qualitative content analysis of 15 group interviews, including 58 career-change student teachers and focuses on their learning at university and the workplace. Findings This paper indicates that career-change student teachers’ learning is task-related and based on interactions. It benefits from the support provided by actors at the university and workplace. Their learning is highly self-regulated and built on skills from prior professional and life experience. However, behaviourist learning and trial-and-error learning strategies are more often mentioned than constructionist learning and goal-oriented learning. Practical implications The findings underline the fact that universities and schools can enhance career-change student teachers’ learning by providing professional support, helping them to form links between experience from their prior profession, as well as their knowledge acquired at the university and experience from the workplace. Originality/value Until now, few studies have addressed workplace learning in teacher education. The present study aims to address this lack. Moreover, the study shows how career-change student teachers deal with the challenge of bridging the gap between theoretical and practical knowledge acquired during practice-based teacher education.
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Sparks, Georgea Mohlman. "Teachers' attitudes toward change and subsequent improvements in classroom teaching." Journal of Educational Psychology 80, no. 1 (1988): 111–17. http://dx.doi.org/10.1037/0022-0663.80.1.111.
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Mishima, Tomotaka, Akihiro Horimoto, and Toshiaki Mori. "Changes in the Images of Teaching, Teachers, and Children Expressed by Student Teachers before and after Student Teaching." Psychological Reports 106, no. 3 (June 2010): 769–84. http://dx.doi.org/10.2466/pr0.106.3.769-784.
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The purpose of this study was to investigate how education majors' images of teaching, teachers, and children change before and after student teaching, with special attention to the grade level (Grades 1–2, 3–4, 5–6) taught by the student teachers at primary school in Japan. A total of 126 student teachers from an education faculty (49 men, 77 women) participated in this study using metaphorquestionnaires before and after student teaching. For images of teaching, responses to the factors Dull Event and Live Event changed, suggesting that students started to develop more positive, active, and clear images of teaching. For images of teachers, responses on the factor Performer changed, suggesting that students started to develop more active images of teachers. For images of children, responses on the factors Critic and Pure-minded Person changed, suggesting that student teachers started to develop more realistic images of children. However, grade level taught had no significant effect.
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Moser, Stephanie, Joerg Zumbach, Ines Deibl, Viola Geiger, and Daniela Martinek. "Development and Application of a Scale for Assessing Pre-Service Teachers’ Beliefs about the Nature of Educational Psychology." Psychology Learning & Teaching 20, no. 2 (February 16, 2021): 189–213. http://dx.doi.org/10.1177/1475725720974575.
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Epistemological beliefs are subjective views about the nature of knowledge and knowing. A large number of research approaches are dedicated to this field. Yet, there is no research investigating the beliefs that pre-service teachers have towards educational psychology, a highly relevant domain for their prospective profession. Based on this theoretical background, two studies have been conducted. In the first study, epistemological beliefs with regard to contemporary educational psychology research and their change during a research-based lecture on educational psychology have been assessed ( N = 82). In a second study, the aim was to examine these epistemological beliefs during different phases of a pre-service teacher programme ( N = 252). Findings indicate that students entering a programme are already partly aware of the nature of educational psychology. Results also reveal that students’ knowledge and beliefs develop during the programme, although the relevance of educational psychology as being a central part future professional practice is not recognized. Findings also imply that especially the trust in scientific quality and the awareness of the importance of this field for teacher training and practice could be enhanced. Possible solutions could include more research-oriented courses and a more reflected integration of educational psychology within the curriculum.
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Choinkowska, Elżbieta. "Budowanie postaw przedsiębiorczych w pracy pedagogicznej przez oddziaływanie psychologiczne." Przedsiębiorczość - Edukacja 8 (January 1, 2012): 127–36. http://dx.doi.org/10.24917/20833296.8.11.
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This article was prepared for teachers working with children and teenagers. It presents views concerning psychology of education in order to contribute to a long and animated discussion about education and its development paths. The psychological reference in education is a rarity at present, which may be due to abundant and very broad European curricula, which in turn, results in teachers concentrating on instilling the knowledge, but forgetting about educating children. The paper discusses the aspects of shaping the entrepreneurial attitudes at school, but also on a number of other factors that can affect education of young people. Studying psychological aspects of teenagers’ education allows for specifying how this crucial issue should be handled. The presented conclusions should further enliven discussions on the entrepreneurship at school by introducing a point of view of psychologist who understands educating mechanism differently than a teacher. However, the problems presented in this article cannot be resolved only through a discussion. Certain actions by authorities are required in addition to a change in teachers’ mentality who when teaching entrepreneurship should enforce it by their own entrepreneurial attitude. A prime conclusion, which can be drawn after reading this article, explicitly determines entrepreneurship not as a field of knowledge, but personality trait, which knows how to use certain information.
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Brownell, Mary, Mary Theresa Kiely, Diane Haager, Alison Boardman, Nancy Corbett, James Algina, Mary Patricia Dingle, and Jennifer Urbach. "Literacy Learning Cohorts." Exceptional Children 83, no. 2 (November 5, 2016): 143–64. http://dx.doi.org/10.1177/0014402916671517.
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Two professional development (PD) models for teachers were compared on teacher and student outcomes. Special education teachers participated in Literacy Learning Cohorts (LLC), a PD innovation designed to improve content and pedagogical knowledge for providing reading instruction to upper elementary students with learning disabilities. The LLC, based on Desimone’s (2009) framework, included 2 days of initial PD with follow-up meetings, coaching, and video self-analysis. A comparison group received only 2 days of PD. Results of independent t tests and analyses of covariance indicated that LLC teachers demonstrated significant change in instructional time allotted to, and quality of, word study and fluency instruction. LLC teachers also made significantly greater gains on the fluency knowledge measure as compared with the comparison group, but they did not differ in word study knowledge. Hierarchical linear modeling analyses showed that students of LLC teachers made significantly greater gains on word attack skills and decoding efficiency than did students of teachers in the comparison group.
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Močinić, Snježana, and Elvi Piršl. "Initial Teacher Education: Appropriate Models for a Knowledge Society?" European Journal of Education 2, no. 1 (April 30, 2019): 6. http://dx.doi.org/10.26417/ejed-2019.v2i1-48.
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: Teacher education and professional development of teachers are a crucial issue for any country, since the quality of the teaching staff is one of the main factors influencing the level of students' academic achievements. The conditions in which teachers work today are drastically different from the ones of the early 20th century, whereas the structure and organization of initial teacher education has not changed significantly. Although the course content, the duration of study, and learning and teaching strategies have changed, the main teacher training models, regardless of the differences between them, still include course content related to individual professions, course content from pedagogy and psychology, didactic and methodology training, and in-service teacher training. This paper analyses initial teacher education models with regard to the presence of the said elements and the manner in which they are distributed in the structure and organization of the study programme. On the basis of a conducted analysis, the authors conclude that there is not a single initial teacher education model which proposes a paradigm shift that would yield more successful results in comparison with other models in the preparation of teachers for work in a postmodern era. To navigate the complex social requirements, the most suitable initial teacher education model is the one which integrates different types of knowledge and skills, and produces teachers who are capable of research and reflection – a model which would allow teachers to become critical intellectuals capable of acting autonomously and competently.
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Potter, Gillian. "The Power of Collaborative Research in Teachers’ Professional Development." Australasian Journal of Early Childhood 26, no. 2 (June 2001): 8–13. http://dx.doi.org/10.1177/183693910102600203.
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This paper focuses on the power of collaboration, professional dialogue, and social interaction in teacher-researchers professional growth. It calls for a departure from the traditional theory-into-practice model which has historically seen university-based researchers generating knowledge or research questions for teachers who, in turn, are expected to respond. New conceptualisations recognise the teacher as knowledge generator and see knowledge production as a shared responsibility of school-based and university-based researchers. A change in the research culture is advocated. This paper emanates from a qualitative research project, conducted collaboratively by school-based and university-based researchers, that aimed to explore the home literacies of children from socioculturally diverse contexts. The aspect that became a focus of the project was the role of collaboration in challenging and generating new professional understandings about the complexity of teachers work. The paper identifies a fundamental dilemma for the education profession.
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Dоmina, Viktoriia, Natalia Gutareva, and Julia Sedova. "Formation of Professional Competencies in Future Teachers of Physical Education in the Conditions of Interactive Interaction." Bulletin of Luhansk Taras Shevchenko National University, no. 7 (338) (2020): 133–40. http://dx.doi.org/10.12958/2227-2844-2020-7(338)-133-140.
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The dynamics of development of the modern world causes progressive changes in education, reflecting the creative search for the most effective forms of organization and technology of learning. Recent studies outline the strategy of practical constructions, involving the education system in the development of the value-semantic sphere of personality on a pedagogical basis. In the offered article the authors consider actual problems of formation of professional competence which is considered as the integrated property of the person possessing a complex of professionally significant for the future teacher of physical culture qualities. The study identified the concept of professional competence of the future teacher, value orientations. The classification of value orientations of the future teacher of physical education which allows to adapt more successfully masters to modern educational processes is proved. The importance of the teacher's value orientations in the modern process of forming the moral beliefs of future teachers is determined. One of the possible ways of forming professional competence in the process of training future physical education teachers through interactive interaction is presented. It is this system of training allows by determining the general laws of psychology and pedagogy, specifying their basic provisions to determine the specifics of coaching.
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Novita Loma Sahertian, David Ming, Benjamin Metekohy,. "Contribution of Token Type Cooperative Learning Models for in the Haruru Christian Middle School." Psychology and Education Journal 58, no. 2 (February 13, 2021): 982–94. http://dx.doi.org/10.17762/pae.v58i2.2127.
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A teacher who is capable of carrying out his teaching duties if the stages of preparation, learning process and evaluation are carried out according to his design. The process that is often neglected is that the learning model used is sometimes unable to provide solutions to teachers. Curriculum changes that have occurred in Indonesia indicate that all education actors, including teachers, must be ready and improve themselves to follow the development of change. In line with the demands for changes in the 2013 Curriculum calls for changes in development from social in nature to democratic participation, for the sake of human resource growth. If so, education should be directed as a process: learning to know, learning to do, learning to live together, learning to be yourself (learning to be) and even lifelong learning (life long). learning), must adorn the lifestyle of a teacher, remembering that the teacher is an important figure in the process of change. This study intends to apply a learning model including: development of a syllabus and a Learning Implementation Plan (RPP) cooperative type time token type in PAK and Character In Class V, the material of Allah loves the world. The action hypothesis is a temporary answer in the form of action on the formulation of the problems set out in this classroom action research which is: student learning outcomes will increase "can be accepted. Based on the results of the implementation of classroom action research with the title implementation of the Jerrold E camp learning model in Christian education (PAK) and Character subjects in junior high schools, especially in Hauru Christian Middle School in class VIII which lasted for 2 research cycles, it can be concluded: Christian Educarion (PAK) and Character work effectively, so student learning outcomes will increase
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Maskit, Ditza, and Esther Firstater. "Preschool Teachers’ Perspectives on Teaching as a Profession and Pedagogical Change." Journal of Research in Childhood Education 30, no. 2 (March 23, 2016): 200–210. http://dx.doi.org/10.1080/02568543.2016.1143417.
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Mevorach, Miriam, and Mordechai Miron. "Experienced Early Childhood Teachers as Graduate Students: A Process of Change." Early Childhood Education Journal 39, no. 1 (January 11, 2011): 7–16. http://dx.doi.org/10.1007/s10643-010-0442-9.
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Simón, Cecilia, and Jesús Alonso-Tapia. "Positive Classroom Management: Effects of Disruption Management Climate on Behaviour and Satisfaction with Teacher // Clima positivo de gestión del aula: efectos del clima de gestión de la disrupción en el comportamiento y en la satisfacción con el profesorado." Revista de Psicodidactica / Journal of Psychodidactics 21, no. 1 (November 18, 2015): 65–86. http://dx.doi.org/10.1387/revpsicodidact.13202.
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This study analyse the role of disruption management strategies and its effects, in interaction with the classroom motivational climate (CMC), on the decrease of disruptive behaviour and on the perception of teaching quality. For this purpose, the Disruption Management Climate Questionnaire (DMCQ) was developed. A total of 827 Secondary-School students formed the sample. To validate the DMCQ, confirmatory factor and regression analyses were realised. Children’s attribution to teacher’s coping strategies of decrease in disruptive behaviour, and of perceived change in satisfaction with teacher’s work as an index of teaching quality, were used as external criteria. Results support hypotheses related to DMCQ structure, and to its role as predictor of the degree of disruption decrease, but not the hypothesis related to satisfaction with teachers’ work, that depends mainly on CMC. These results underlie the importance of acting on DMCQ and CMC components to favour the teacher practices.
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Monyooe, Lebusa A. "Barriers towards Teachers' Involvement in Development of Curriculum." Psychological Reports 79, no. 1 (August 1996): 113–14. http://dx.doi.org/10.2466/pr0.1996.79.1.113.
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To investigate possible barriers towards teachers' involvement in the development of curriculum, a 10-item questionnaire was administered to 82 secondary school teachers in the Umtata district in South Africa. Analysis showed teachers were handicapped by inter alia strong bureaucratic control of the curriculum by the state, weak channels of communication, lack of teachers qualified in curriculum development, and a poor resource base to facilitate change in education. Collaborative involvement by those in education was seen as an alternative method of restructuring education and resolving conflicts over curricula.
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Nikodinovska Bancotovska, Suzana. "THE ATTITUDES AND OPINIONS OF TEACHERS TO THEIR COMPETENCES." International Journal of Cognitive Research in Science, Engineering and Education 3, no. 1 (June 20, 2015): 99–103. http://dx.doi.org/10.23947/2334-8496-2015-3-1-99-103.
Full textAbstract:
The teaching profession is built upon the initial education on relevant pedagogical faculties, and further upgraded and improved through continuing education through various forms of professional development.The competencies of the teacher for realization of educational activity represents the content and function of its professional obligations. Global taxonomy of teacher’s competences are consisted of pedagogical competencies and professional competencies.The pedagogical competence of the teacher has one main characteristic - it enables the organization and realization of educational process. The professional competences of the teacher, in fact, represent the competence and commitment to implement the teaching.The subject of research in this paper is the professional competences of the teachers. The research is focused on the identification of the professional competencies of the teacher, with the possibility of extension and deepening of the established taxonomy with new competences.The professional qualifications of teachers are closely related to the profile and characteristics of the educational system. Partial and global changes in educational systems have led to changes in competence of the teacher. In order to establish more successful future projection of the impact of teacher’s competences on all school activities and arising results, the proposed changes will focus on: improving the quality of working conditions in primary schools - the basic requirements to equip with modern educational technology; changes in curriculum placement; greater efficiency of educational work; systematic assessment of the teacher, which will result in raising its position in society.
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Kirliauskienė, Rasa. "Importance of Intuition in Music Education." Pedagogika 115, no. 3 (September 10, 2014): 208–20. http://dx.doi.org/10.15823/p.2014.038.
Full textAbstract:
Communication of music is firstly based on intuitive intonational thinking. Thus, according to Z. Rinkevičius (2009), it is quite natural that appropriate use of music may efficiently stimulate intuitive thinking, reserves of unknown to us subconsciousness, and through them, those of consciousness. Therefore, music facilitates improvement of spiritual powers and intellect more than any other kinds of art.
Research object: importance of intuition in music education.
Research aim: to reveal importance of intuition in music education.
Methods of research and sample: analysis of scientific literature sources, interview.
Qualitative research data are described applying content analysis. The scheme of categorization was not planned in advance and it was devised on the basis of the received data. The research was carried out in October 2013 and January 2014. The people related to the analysed problem (key informants) were chosen in the first stage of the research: 3 teachers with sufficient pedagogical experience working at school. The semi-structured (oral) interview was employed. The focus of this stage of research was on subjective opinion of the informants about importance of intuition in music education. They also were asked in what way, according to the informants, intuition is manifested in their work as a phenomenon. Attempts were also made to identify the musical activities, where use of intuition is evidenced. The second stage of the research included 28 fourth year (full-time and part-time) students. The semi-structured interview (written) was used in this stage. The question about importance of intuition in musical education was not presented to future teachers of music with the acquired sufficient knowledge of pedagogy, psychology and other theories, speciality - related abilities and skills of observational and performance practices. They were asked to express their opinion about the content of the role of a contemporary music teacher. The question about significance of intonation was not presented to the informants making attempts to envisage the vision of the young generation (i.e., music teachers to be) about what a school teacher should be like and then the researcher searched for certain links to substantiate own theory.
Conclusions
• The research revealed that music teachers frequently act under influence of intuition, change plans when new ideas emerge and get overwhelmed with an impulse of creativity. According to them, manifestations of intuition in music activities are mostly expressed in music creation, listening to music, music playing and musical thinking.
• The research data identified the content of the role of a music teacher pointing out its 5 aspects: educator (education for humanity: humanity, communication, playing music together); authority (competent specialist: example for school learners, profound knowledge of study subject, universality); importance of teacher’s personality (aspects of teacher’s personality: ability to arouse learners’ interest, ability to be a friend, teacher’s charismatic personality, flexibility); creativity (manifestations of creativity: teacher’s creativity, ability to develop students’ creativity, improvisation, revelation of students’ personality through creative expression) and value-based aspects (enlightener of students’ souls, nurturer of beauty of life, provision of sense to new impressions, expression of emotions).
• The content of the role of a contemporary music teacher revealed during the research substantiates possibilities of intuition in music education and expands its boundaries.
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Walker, David A., Todd D. Reeves, and Thomas J. Smith. "Confirmation of the Data-Driven Decision-Making Efficacy and Anxiety Inventory’s Score Factor Structure Among Teachers." Journal of Psychoeducational Assessment 36, no. 5 (December 1, 2016): 477–91. http://dx.doi.org/10.1177/0734282916682905.
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The implementation of data-driven decision-making practices (DDDM) is a key component of contemporary teachers’ professional practice. As such, the measurement of DDDM and related constructs is important for multiple purposes in both research and practice (e.g., identifying teacher needs around DDDM, and monitoring teacher change in response to DDDM interventions). With the present study, we examined the score factor structure and reliability of the Data-Driven Decision-Making Efficacy and Anxiety Inventory (3D-MEA), an existing measure of data-driven decision-making–related self-efficacy and anxiety. Prior work with this instrument has provided some internal structure and reliability evidence in the context of teachers from the Pacific Northwest. Confirmatory factor analysis of 3D-MEA scores from a sample of Midwestern teachers replicates the initially hypothesized five-factor internal score structure. Our study also affords evidence of high score reliability within this population. Limitations, implications, and future directions are discussed.
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Banegas, Darío Luis, Grisel Roberts, Romina Colucci, and Betina Ana Sarsa. "Authenticity and motivation: a writing for publication experience." ELT Journal 74, no. 1 (December 20, 2019): 29–39. http://dx.doi.org/10.1093/elt/ccz056.
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Abstract Framed in exploratory action research, this article reports on an experience carried out at an initial English teacher education (IELTE) programme in Argentina. A group of four tutors noticed their student-teachers’ demotivation to complete written coursework. On exploring this issue, it was found that lack of authenticity of audience in writing tasks acted as a demotivation factor. The tutors adapted their teaching practices to engage the student-teachers in a writing for publication project organized by an Argentinian teacher association in 2018. To understand the effects of this experience on the student-teachers’ motivation, data were collected through individual interviews, in-class group discussions, pair-work tasks with the student-teachers, and through notes taken during tutors’ meetings. Findings show that while authenticity of audience acted as a motivating factor with more advanced student-teachers, most student-teachers and tutors engaged in motivational synergy triggered by a change in tutors’ teaching practices given the possibility of publishing.
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Billman, Nicola, Catherine Geddes, and Helen Hedges. "Teacher–Parent Partnerships: Sharing understandings and making changes." Australasian Journal of Early Childhood 30, no. 1 (March 2005): 44–48. http://dx.doi.org/10.1177/183693910503000108.
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Early childhood education highlights partnership between teacher and parents as positively influencing children's learning. This article describes how teachers became aware of a lack of shared understanding between them and parents about the ‘parent help’ role in their kindergarten, and their efforts to redress this situation. Changes made by teachers illustrate that a willingness to build, maintain and re-visit collaborative relationships is vital if children's learning is to be maximised.
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Wright, Tony. "Second language teacher education: Review of recent research on practice." Language Teaching 43, no. 3 (June 10, 2010): 259–96. http://dx.doi.org/10.1017/s0261444810000030.
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Second language teacher education (SLTE) has undergone considerable change over the past 25 years. The question of how language teaching is learnt and how programmes of professional preparation can contribute to this process now elicits quite different answers. A new agenda of theory and practice has emerged as SLTE has incorporated many of the ideas and practices of reflection (Schön 1983). At the same time, it has drawn increasingly on feeder fields of research and practice such as teacher cognition and professional cultures. These have augmented, and to some extent displaced, the original roots of SLTE in Applied Linguistics and Psychology, and a new knowledge base (Freeman & Johnson 1998) has been established, contributing to the formulation of theory about language teachers' learning-to-teach, and its practices. The focus of this review is on the extent to which the new agenda has influenced SLTE practices in recent years. It examines accounts of activities teacher educators and student teachers engage in during SLTE programmes in formal learning experiences. The paper identifies a thriving practitioner research culture in SLTE but argues that much more research is required to establish the true extent to which new conceptualisations of the process of learning-to-teach second languages guides SLTE practice.
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Boardman, Margot. "Changing Times: Changing Challenges for Early Childhood Leaders." Australasian Journal of Early Childhood 28, no. 2 (June 2003): 20–26. http://dx.doi.org/10.1177/183693910302800205.
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The diversity and complexity of change within school management practices, over the past decade, have meant changing roles for school leaders, teachers and their communities. Early childhood leaders in school settings have not been exempt from the impact of these changes as they have striven to accommodate rapid social and educational challenges within their leadership role. This article reports on a survey undertaken with Tasmanian early childhood teachers and leaders to investigate the nature and diversity of challenges faced by leaders with responsibilities in Kindergarten to Grade 2 leadership. Analysis of the data, concerning the most challenging aspects of early childhood leadership, revealed that both teachers and leaders perceived there were significant, diverse and complex educational changes being faced by leaders. Also, there were pressing organisational dilemmas associated with time available for teaching and leading. Further, teachers perceived there were key challenges inherent in the area of leaders' knowledge and relationships which were impacting negatively on the leadership provision in schools
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Handayani, Penny, Weny Savitry S. Pandia, Agustin Angelia Putri, Lidia Wati, Vincentia Visi P, and Agatha Rizky. "Sexual Education for Parents and Teachers of Teenagers with Special Needs." MITRA: Jurnal Pemberdayaan Masyarakat 3, no. 1 (May 21, 2019): 58–72. http://dx.doi.org/10.25170/mitra.v3i1.501.
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Yayasan Wahana Inclusive Indonesia (YWII) is an institution engaged in providing services for children with special needs, people with disability, and inclusive society. YWII provides services that include counseling, development of individual learning programs (PPIs), support services for children with special needs, and training for educators, schools, parents, and communities. Educational and training activities are conducted by helping children with special needs to learn a few things they need most in their daily lives. Based on the children’s needs, the Master’s Program of Child and Adolescent Psychology Professionals, Faculty of Psychology, Atma Jaya Catholic University, designed training-based interventions to improve the knowledge of students, teachers, and parents about sexual behaviors. Prior to the intervention, the researcher conducted an assessment to determine the causes of "inapproriate" sexual behavior problems that occurred in the YWII environment. The data was collected through instruments such as interview, observation, and FGD. The collected data was then analyzed using the concepts of problem tree and destination tree. Based on the assessment results, it can be concluded that one of the challenges faced by YWII is related to the provision of sexual education to students or children. Adolescents with special needs have not yet had an awareness of their development from children to adolescents that is followed by sexual change or development and how they should respond to the changes. As a result, they are often considered to exhibit behaviors considered rude and vulnerable to sexual harassment. Training-based interventions were provided to parents and teachers at YWII to give them guidance and assistance to handle children with special needs on sexual education
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Jiang, Lianjiang, Shulin Yu, and Yi Zhao. "An EFL Teacher’s Investment in Digital Multimodal Composing." ELT Journal 74, no. 3 (July 2020): 297–306. http://dx.doi.org/10.1093/elt/ccaa010.
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Abstract Although there is a growing call for L2 teachers to invest in using digital multimodal composing (DMC) as an instructional activity, there is a paucity of research on whether and how L2 teachers invest in DMC, and the impact of DMC on their teaching and changing identities remains underexplored. This study reports on a longitudinal case study of an EFL teacher’s investment in DMC in a university-based EFL classroom in China. A qualitative analysis of the data gathered from observation, interview, and informal conversation reveals that through investing in DMC this teacher started to renegotiate herself as a composing guide, a peer mentor, and a change agent. These shifts of identity were mainly driven by her enhanced cultural and social capital after investing in DMC, despite constraints from ideology and the policing of technology, language-dominant assessment, and other institutional demands. Implications on using DMC are also discussed.
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Harrell-Williams, Leigh M., Jennifer N. Lovett, Hollylynne S. Lee, Rebecca L. Pierce, Lawrence M. Lesser, and M. Alejandra Sorto. "Validation of Scores From the High School Version of the Self-Efficacy to Teach Statistics Instrument Using Preservice Mathematics Teachers." Journal of Psychoeducational Assessment 37, no. 2 (October 18, 2017): 194–208. http://dx.doi.org/10.1177/0734282917735151.
Full textAbstract:
Recently adopted state standards for middle grades and high school mathematics content have an increased emphasis on statistical topics. With this change, teacher education programs may need to adapt how they prepare preservice secondary mathematics teachers (PSMTs) to teach statistics and require measures related to statistics teaching to assess the impact of programmatic changes and track teacher growth. Using responses from a sample of 290 PSMTs from 20 institutions across the United States, this study presents validity and reliability evidence for the high school version of the Self-Efficacy to Teach Statistics (SETS-HS), which could be used to assess statistics teaching efficacy. Confirmatory factor analysis results via Rasch modeling support the use of three subscales, which exhibit adequate reliabilities and correspond to the three levels in the Pre-K–12 Guidelines for Assessment and Instruction in Statistics Education endorsed by the American Statistical Association. Item and rating scale analyses indicate that the 46 items and the six-category scale employed in the SETS-HS perform as intended.
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Sangrá Morer, Albert, Juliana E. Raffaghelli, Mercedes González Sanmamed, and Pablo César Muñoz Carril. "Primary school teachers’ professional development through the learning ecologies lens: new ways for keeping up to date in uncertain times." PUBLICACIONES 51, no. 3 (July 31, 2021): 21–70. http://dx.doi.org/10.30827/publicaciones.v51i3.20790.
Full textAbstract:
Learning is evolving, just as the world and society are. In this context, teachers are also experiencing new ways for updating their professional development. The metamorphosis of learning is currently being pushed by four main catalysts: the connectivity of networks, the empowerment of the students, the overcoming of space and time barriers, and the assumption of the existence of silent, unnoticed learning. But these uncertain times have added a new, recent catalyst for change in learning and education: the COVID-19 pandemic.
In the framework of the ECO4LEARN research project, a study was designed and carried out to check to what extent the learning ecologies approach could provide information on how primary school teachers organise their learning and how they make decisions about it. A survey was sent to the entire population of primary school teachers in Catalonia, getting 1,253 answers. The calculated margin of error was ±3.14%. Data analysis was conducted along three steps: a) Descriptive statistics; b) Principal Component Analysis (PCA); and c) Multiple Regression.
Results show that the learning ecologies approach proves to be useful for analysing the actual means teachers use for their professional development and updating. Although some teachers are more advanced, practices do not respond to what could be expected regarding the use of less formal training for teachers and its mediation through the use of technologies. Regarding the sample analysed, the digital dimension of teacher professional development practices is still in its inception. Some recommendations are provided.
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Zhang, Xiao-feng, and Ho-ming Ng. "An effective model of teacher appraisal." Educational Management Administration & Leadership 45, no. 2 (July 9, 2016): 196–218. http://dx.doi.org/10.1177/1741143215597234.
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Teacher appraisal has been widely practised in China for decades. With the introduction, in 2009, of the teacher performance pay system, however, teacher appraisal has undergone certain changes. This study explores the practice of teacher appraisal, using a qualitative approach and taking public schools in Shanghai as its research sites. The methods adopted include interviews with teachers and school administrators, observation of relevant activities and document analysis. The study reveals that teacher appraisal in schools in Shanghai is not a one-off event. Although the procedure for generating appraisal results occurs at the end of each year, data collection activities for appraisal – including lesson observation, student evaluation of teachers and checking teachers’ tasks – are conducted throughout the whole year. The current teacher appraisal system has been a success, and this study identifies four factors contributing to that success. First, administrative and developmental appraisal coexist as one single appraisal system. Second, teacher appraisal is integrated with other aspects of schools’ business. Third, teacher appraisal is perceived by teachers as credible and fair. Fourth, non-technical aspects of appraisal, such as teachers’ psychology and social dynamics, are taken into account during the appraisal process.
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Stevenson, Nathan A., and Deborah K. Reed. "To Change the Things I Can: Making Instruction More Intensive." Intervention in School and Clinic 53, no. 2 (March 13, 2017): 74–80. http://dx.doi.org/10.1177/1053451217693365.
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When students do not respond adequately to core instruction, teachers must provide instruction and intervention that is more intensive and, therefore, more effective. However, for many educators, it is often unclear what it means to intensify instruction and how intensive instruction differs from high-quality core instruction. This article describes eight empirically supported methods for intensifying instruction for struggling learners along with specific suggestions, examples, and a planning guide for intensive instruction.
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Isaza Valencia, Laura, and Gloria Cecilia Henao Lopez. "Attitudes - styles of education: relation with the academic performance." International Journal of Psychological Research 5, no. 1 (June 30, 2012): 133–41. http://dx.doi.org/10.21500/20112084.769.
Full textAbstract:
This study seek to determine the existing relations between the attitudes and the styles of education in 25 teachers of 180 students with high academic performance, which are in fifthly of primary. To measure both variables there was in use the Scale Actitudinal towards the educational work (Carvajal, 1991) and the Questionnaire DEVEMI of Delgado (1991). The results revealed that the attitudes and the styles of education that have a more presence are: democratic participation, social importance of the educational work, professional improvement, style that propitiates the socialization, style that makes possible the participation and style that favors the creativity. The teachers are an essential and determinant component in the processes of education - learning, them actions and verbalizations croos all the educational situations directed to generating changes and learning in them students, which happen unnoticed; for this reason, the results of this study, they allow to penetrate into the didactic aspects of the education, and to identify those attitudes and styles of education that relates and propitiate the high academic performance; which serves to break the inertia of I do not change in the education and in the way of teaching, generating attitudes and more effective styles of education.
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Dudek, Christopher M., Linda A. Reddy, Adam Lekwa, Anh N. Hua, and Gregory A. Fabiano. "Improving Universal Classroom Practices Through Teacher Formative Assessment and Coaching." Assessment for Effective Intervention 44, no. 2 (May 15, 2018): 81–94. http://dx.doi.org/10.1177/1534508418772919.
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This article presents the Classroom Strategies Coaching (CSC) Model, a data-driven coaching approach that uses teacher formative assessment data to drive improvements in universal practices. The classroom strategies assessment system (CSAS), a formative assessment of evidence-based instructional and behavioral management practices was used to facilitate the coaching process. Results from 32 elementary school teachers who received brief coaching after participating as waitlist controls in a randomized controlled trial are presented. Teachers’ practices remained stable across baseline periods. Following coaching, teachers displayed improvements toward their behavioral management goals (e.g., ds = .50–.83). Results also showed meaningful reductions in the overall need for change in instruction ( d = .88) and in behavior management practices ( d = .68) at postintervention. Findings illustrate the benefits of integrating teacher formative assessment in coaching to improve teaching practices. Implications for practice and future directions are outlined.
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Rodríguez-Jiménez, Rosa-María, and Manuel Carmona. "A Rationale for Teacher Change from a Bodyfulness Paradigm: An Experience in Higher Education." Education Sciences 11, no. 9 (August 24, 2021): 460. http://dx.doi.org/10.3390/educsci11090460.
Full textAbstract:
This article presents an exploratory and interpretative study on the development of self-reflection and self-knowledge in university teachers by an embodied experience. Dance Movement Therapy and Body–Mind Centering share the fundamentals of the paradigm of embodied cognition through a first-person full-body experience. Using these principles, a training program was designed and implemented in a cohort of 22 university teachers. The article offers details of the program and the adaptations necessary to carry it out in a higher-education context. The results of the qualitative analysis that was conducted suggested that the transformative learning paradigm could be useful to explain the process carried out by the participants. With the necessary limitations, the incorporation of awareness and attentive participation in bodily states and actions manifests as a transformative element in the teacher. The participants, despite initial resistance, see possibilities for applying this knowledge in their teaching practice.
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Grassick, Laura. "Supporting the development of primary in-service teacher educators." ELT Journal 73, no. 4 (September 17, 2019): 428–37. http://dx.doi.org/10.1093/elt/ccz036.
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Abstract English language as a compulsory component of primary state school curricula is a growing phenomenon around the world. One of the challenges of this lies in training the vast numbers of teachers required. To date there has been little consideration of how those tasked with facilitating the professional development of primary English language teachers might be supported and the kind of knowledge, skills, and understanding they might need. This paper explores the experiences of primary teachers and university lecturers learning to become in-service teacher educators in the context of primary ELT curriculum change in Vietnam. The findings provide insights into the participants’ understanding of primary English language teaching and learning and the new curriculum, their awareness of the classroom contexts in which primary teachers work, and their ability to support teachers in implementing the innovation. The implications of this beyond the context of the study are highlighted.
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MEVARECH, ZEMIRA R., and NIRA NETZ. "STABILITY AND CHANGE IN AFFECTIVE CHARACTERISTICS OF TEACHERS: CAN COMPUTER ENVIRONMENT MAKE A DIFFERENCE?" British Journal of Educational Psychology 61, no. 2 (June 1991): 233–39. http://dx.doi.org/10.1111/j.2044-8279.1991.tb00980.x.
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Dr. R. BABU, D. SAHEELA SHANTHA KUMARI ,. "CONSTRUCTION AND VALIDATION OF INTERNSHIP PROGRAMME INTEREST INVENTORY." Psychology and Education Journal 58, no. 1 (January 20, 2021): 5777–80. http://dx.doi.org/10.17762/pae.v58i1.2213.
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The internship training programme is one of the most important elements of teacher education programme. It is an exercise designed to expose the student-teachers to the practical aspect of teaching profession and to enable them put into practice the theoretical knowledge acquired during classroom interactions with their instructors. The entire purpose of teaching is to make positive change in students. A teacher is presumed to be at his or her best if he or she is able to impart knowledge acquired over the years to produce positive change in the behavior of the learners. However, for a teacher to teach meaningfully, demands so much of his or her attention is an essential element in the teaching-learning process. The skill of teaching is inherent in individuals which needs to be developed through training and practice. So the investigator has made an attempt to construct and validate an inventory for the interest in internship training programme. According to the systematic validation procedure, the framed 30 items were finalized to 24 items constituting the internship training programme interest as a tool