Relevant bibliographies by topics / Teachers in literature

Contents

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

Academic literature on the topic 'Teachers in literature'

Author: Grafiati
Published: 4 June 2021
Last updated: 30 July 2024

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Journal articles on the topic "Teachers in literature"

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Wear, Delese. "What Literature Says to Preservice Teachers and Teacher Educators." Journal of Teacher Education 40, no. 1 (1989): 51–55. http://dx.doi.org/10.1177/002248718904000111.

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Allen, John. "Literature, Lives, and Teachers." Pedagogy 3, no. 2 (2003): 304–11. http://dx.doi.org/10.1215/15314200-3-2-304.

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Lundin, Anne. "Library Literature for Teachers." Language Arts 65, no. 3 (1988): 335–37. http://dx.doi.org/10.58680/la198825028.

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Isidro, Elizabeth Imperio, and Kathryn Button. "Teachers’ Responses to Teacher Images in Picturebooks." Language and Literacy 18, no. 3 (2017): 33. http://dx.doi.org/10.20360/g27g74.

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Many studies look into the responses to literature of students and how these responses may affect their identities. However, rarely do studies look into teachers’ responses to literature as far as their teacher identities are concerned. This study focuses on a beginning teacher’s responses to select children’s picturebooks and how his responses reflect his current school contexts and experiences, his emerging teacher identity, and the values he holds in teaching.
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Assali, Mouna Abou, Kathy O’Sullivan, and Petros Violakis. "Teacher Persistence/Resilience in Relation to Professional Development: A Systematic Literature Review." Academic Journal of Interdisciplinary Studies 13, no. 4 (2024): 668. http://dx.doi.org/10.36941/ajis-2024-0145.

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In the education sector, teachers’ persistence and resilience has been a topic of considerable debate, prompting us to question how professional development of teachers can enhance persistence and resilience among teachers. Current study highlights the importance of teacher’s behaviour and their vital role in education system. To date, no systematic review has provided the answer to this question. Thus, this systematic review has presented a synthesis of six studies that have related teachers’ persistence and resilience to the professional development of teachers. The studies, two of which wer
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Conry, Clare E. "New Teachers: A Student Teacher's Experiences Structuring Literature-Based Discussions." English Journal 86, no. 8 (1997): 82. http://dx.doi.org/10.2307/821632.

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Conry, Clare E. "New Teachers: A Student Teacher’s Experiences Structuring Literature-Based Discussions." English Journal 86, no. 8 (1997): 82–85. http://dx.doi.org/10.58680/ej19973492.

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Describes and discusses various attempts made by a student teacher to improve the discussions in her English classroom. Describes how she used structured discussions, learned from chaotic discussions, and facilitated discussion through a mock trial. Notes progress in facilitating discussions that were on task and that incorporated students’ thoughts and experiences as they related to the topic.
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R. PORTIA, R. PORTIA, and Dr A. JOYCILIN SHERMILA. "Stress, Stressors of Teachers’ – A Probe Into Literature." Indian Journal of Applied Research 4, no. 8 (2011): 1–3. http://dx.doi.org/10.15373/2249555x/august2014/193.

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Willegems, Vicky, Els Consuegra, Katrien Struyven, and Nadine Engels. "Teachers and pre-service teachers as partners in collaborative teacher research: A systematic literature review." Teaching and Teacher Education 64 (May 2017): 230–45. http://dx.doi.org/10.1016/j.tate.2017.02.014.

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Talevski, Dushko, and Elena Shalevska. "Exploring EFL Teachers' Perceptions: Integrating Children's Literature in the Language Classroom." Teacher, no. 26 (November 13, 2023): 26–30. http://dx.doi.org/10.20544/teacher.26.04.

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Across epochs, both philosophers and educators have harnessed literature's power in language teaching, recognizing its unique benefits for language learners. Unfortunately, the Macedonian foreign language teaching system underutilizes literature in EFL instruction despite the many benefits offered by such an approach. Thus, Macedonian students are only given mere fragments of literature in their EFL textbooks – pieces of writing stripped of literary authenticity and valuable language acquisition potential. Recognizing the proven benefits of implementing literature, and the increasing interest
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Dissertations / Theses on the topic "Teachers in literature"

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Koc, Bartosz. "Literature According to Teachers." Thesis, Malmö högskola, Lärarutbildningen (LUT), 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-33829.

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This study investigates four teachers’ views and approach on teaching literature in the English classroom. The main reason for this study is to give an insight in some different ways of approaching this specific part of the national curriculum. The study is based on four separate interviews. The results are somewhat varied and provide an in-depth understanding of the subject. The study shows that there are different approaches for various reasons. These reasons are not only based in methodology but also personal preference and attitude to the subject. The results of the study also show that th
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Rodríguez, Haydeé Marie. "Multicultural literature : teachers' beliefs shape teachers' goals and classroom practice /." Digital version accessible at:, 2000. http://wwwlib.umi.com/cr/utexas/main.

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Harrison, Stephanie Chantall. "Preservice Teachers Perceptions of Literature: A Study in a University Spanish Literature Class for Future Spanish Teachers." BYU ScholarsArchive, 2018. https://scholarsarchive.byu.edu/etd/7062.

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This qualitative study gave insight on the benefits that a university literature course for future Spanish teachers could contribute to preservice teachers as part of their preparation program. Nine university students participated in this study as they were the ones enrolled in this first-time offered university literature course for Spanish teachers. Data were collected from pre- and post-questionnaires, journals, and course observations. The findings suggested that the preservice teachers grew in pedagogical content knowledge, literary content, resources and strategies, and felt an overall
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Renzi, Laura. "The influence of teachers' beliefs on literature instruction in the high school English classroom." Connect to this title online, 2005. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1121782274.

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Thesis (Ph. D.)--Ohio State University, 2005.<br>Title from first page of PDF file. Document formatted into pages; contains xii, 215 p. Includes bibliographical references (p. 206-215). Available online via OhioLINK's ETD Center.
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Hamel, Frederick L. "Teacher understanding of student understanding : three teachers thinking about their students reading literature /." Thesis, Connect to this title online; UW restricted, 2000. http://hdl.handle.net/1773/7853.

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Qualley, Katie. "Teachers' perceptions of school psychologists a literature review /." Menomonie, WI : University of Wisconsin--Stout, 2004. http://www.uwstout.edu/lib/thesis/2004/2004qualleyk.pdf.

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Vandergriff, James Harley. "Self-reported sources of literature teachers' practical knowledge." Diss., The University of Arizona, 2001. http://hdl.handle.net/10150/279808.

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This dissertation is a study of what selected literature teachers report to be their sources of practical knowledge. The data for the study was collected through open-ended interviews with three practicing public school literature teachers in two school districts in a large southwestern city between 1996 and 1998. The informants were selected more on the basis of convenience of access than any other criteria, though I also considered their length of time in the profession and limited the study to persons who were actually teaching literature at the time of the study. The interviews followed an
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Klassen, Charlene Ruth. "Teacher education that is multicultural: Expanding preservice teachers' orientation toward learning through children's literature." Diss., The University of Arizona, 1993. http://hdl.handle.net/10150/186174.

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This inquiry into teacher education explores the potential for using multicultural children's literature to broaden preservice teachers' orientation toward the value of multiculturalism. The setting for this collaborative exploration was a College of Education course on Children's Literature during the 1992 spring semester. Literacy experiences with multicultural literature were created to provide preservice teachers with an opportunity to critically reflect on their awareness and understanding of multiculturalism. Weekly small group literature discussions, roving dialogue journals among three
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Durriyah, Tati L. "Reading and Responding to Children’s Literature: A Qualitative Study of Indonesian Preservice Teachers’ Response in an Introduction to Children’s Literature Course." The Ohio State University, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=osu1387367636.

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Pearce, Tiana Zell McCoy. "Prediction of preservice teachers' knowledge and reading of children's literature within a teacher preparation program." Thesis, Texas A&M University - Corpus Christi, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3707718.

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<p>Reading is essential for personal growth and social and economic success. Smith (2002) proposed that reading was the most important subject in American early schools, and explained that reading continues to be the most significant subject in schools throughout the United States. Educators need to consider ways to strengthen our educational system beginning with teacher preparation. Researchers have outlined the close interconnectivity between teacher preparation and reading preparation; however, relatively few researchers have asked questions about the involvement of reading preparation
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Books on the topic "Teachers in literature"

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Association, British Columbia Teacher-Librarians', ed. Links to literature: Literature-based units & ideas for teacher-librarians & teachers. British Columbia Teacher-Librarians' Association, 1989.

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Shephard, Marie Tennent. Maria Montessori: Teacher of teachers. Lerner Publications Co., 1996.

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King, David. English literature 'B': Teachers' guide. Southern Examining Group, 1986.

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1932-, Walsh Maureen, and Primary English Teaching Association (Australia), eds. A literature companion for teachers. Primary English Teaching Association Australia (PETAA), 2013.

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Murray, Julie. Teachers. ABDO Pub., 2011.

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Macken, JoAnn Early. Teachers. Gareth Stevens Pub., 2010.

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1947-, Kravis Judy, ed. Teaching literature: Writers and teachers talking. Cork University Press, 1995.

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Kenney, Karen Latchana. Teachers at work. Magic Wagon, 2009.

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Palmer, Donna. Staff development guidelines from the literature. Research Centre, Saskatchewan School Trustees Association, 1989.

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Zolt, Linda Iris. The portrayal of teachers in children's literature. Northeastern Illinois University, 2000.

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Book chapters on the topic "Teachers in literature"

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Brown, D. D., W. S. Hyde, and E. C. Pettet. "English Literature." In Handbook for History Teachers. Routledge, 2021. http://dx.doi.org/10.4324/9781032163840-177.

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Brownsword, Sarah, Sarah Merchant, and Richard Charlesworth. "Children's literature and other texts." In Reading Teachers. Routledge, 2022. http://dx.doi.org/10.4324/9781003215615-4.

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Daniels, Harvey. "Teachers and Parents as Readers." In Literature Circles, 2nd ed. Routledge, 2023. http://dx.doi.org/10.4324/9781032681504-11.

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Huang, Rongjin. "Literature Review." In Prospective Mathematics Teachers’ Knowledge of Algebra. Springer Fachmedien Wiesbaden, 2014. http://dx.doi.org/10.1007/978-3-658-03672-0_2.

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Kennedy, Ian G., Gloria Latham, and Hélia Jacinto. "The Literature Review." In Education Skills for 21st Century Teachers. Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-22608-8_3.

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Lu, Xiaoli. "Literature Review and Theoretical Framework." In Novice Mathematics Teachers’ Professional Learning. Springer Fachmedien Wiesbaden, 2022. http://dx.doi.org/10.1007/978-3-658-37236-1_2.

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Nayar, Pramod K. "English, human rights and literature in the postcolonial classroom." In English Teachers' Accounts. Routledge India, 2021. http://dx.doi.org/10.4324/9781003146209-4.

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Hughes, Haili. "Case studies from English teachers." In GCSE Literature Boost: A Christmas Carol. Routledge, 2024. http://dx.doi.org/10.4324/9781003453468-4.

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Gu, Jiafeng, and Rui Ding. "Digital Literacy of Chinese Normal Students: A Literature Review." In Digital Literacy for Teachers. Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-19-1738-7_10.

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Ruan, Xiaolei. "Literature review." In Understanding the Professional Agency of Female Language Teachers in a Chinese University. Routledge, 2021. http://dx.doi.org/10.4324/9781003230267-2.

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Conference papers on the topic "Teachers in literature"

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Nazhafah, Venna Syifaa Nur, and Achmad Bukhori Muslim. "Indonesian Pre–Service Teachers’ Intercultural Awareness in SEA Teacher Project." In Fifth International Conference on Language, Literature, Culture, and Education (ICOLLITE 2021). Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.211119.107.

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Kalnberzina, Vita, and Dina Savlovska. "Literature in Language Teaching: Teacher Versus Student Opinions." In Language for International Communication. University of Latvia Press, 2023. http://dx.doi.org/10.22364/lincs.2023.02.

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Literary texts are returning to school curricula, albeit in a different format: digital and multimodal, in the form of audiobooks and films. Although the theoreticians like Ghosn (2002) and Khatib, Rezaei and Derakhshan (2011) have reminded us about the value of literary text in a language learning curriculum of advanced levels, the views in the classrooms differ as we can see in Ghazali, Setia, Muthusamy and Jusoff, (2009) research on the student and teacher reaction to the use of literature in language learning. Since Latvia is also undergoing curriculum reform, which introduces literary tex
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DOĞAN, Ahmet Turan. "TEACHING TURKISH ORTHOGRAPHY, PUNCTUATION AND DICTIONARY USAGE BY MEANS OF INTERNET SOURCES." In 3. International Congress of Language and Literature. Rimar Academy, 2021. http://dx.doi.org/10.47832/lan.con3-1.

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The ways of accessing information are gradually changing although the source of information does not change much in the digital world we live in. In this context, printed works, which are seen as the most important source for accessing information, are increasingly being transferred to the digital world and the concept of e-books has become more common in the academic world. For this reason, it is important for students, teacher candidates and teachers in the relevant field to be educated about accessing and benefiting from related necessary online resources. Therefore, in this study, the subj
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Wang, Dandan, and Kun Qu. "Literature reviews of university teachers' ET training." In International conference on Management Innovation and Information Technology. WIT Press, 2014. http://dx.doi.org/10.2495/miit132592.

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Stramkale, Ligita. "The Impact of Covid-19 Pandemic on Music Education: A Review of the Literature." In 80th International Scientific Conference of the University of Latvia. University of Latvia Press, 2022. http://dx.doi.org/10.22364/htqe.2022.61.

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The study topicality is related to the impact of the Covid-19 pandemic on music education in various educational institutions worldwide. This literature review aimed to summarize and identify current issues related to music education during the Covid-19 pandemic. The study used publications available in the Sage Journal database and published in the last three years (2020-2022). The study addressed three research questions. RQ1: What teaching modes adopted during the Covid-19 pandemic in music education are mentioned in studies, and for what purposes are music teachers using digital tools? RQ2
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Hartono, Rudi, Bambang Purwanto, and Seful Bahri. "Increasing Teachers’ Productivity in Writing Course Book through One Book One Teacher Program." In 1st International Conference on Language, Literature, and Arts Education (ICLLAE 2019). Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200804.014.

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Hardini, Tri Indri, Sri Setyarini, and Sri Harto. "The Future of BIPA Teachers." In Fifth International Conference on Language, Literature, Culture, and Education (ICOLLITE 2021). Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.211119.105.

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Kairu, Caroline. "TEACHERS' PERSPECTIVES TOWARDS EMBODIED LEARNING: A LITERATURE REVIEW." In 17th International Technology, Education and Development Conference. IATED, 2023. http://dx.doi.org/10.21125/inted.2023.2280.

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Nurazizah, Asti Siti, Ahmad Bukhari Muslim, and Sri Setyarini. "Cultivating Intercultural Communicative Competence of Pre-Service English Teachers in Southeast Asia (Sea Teacher Project)." In Fifth International Conference on Language, Literature, Culture, and Education (ICOLLITE 2021). Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.211119.023.

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Kusuma, Paulina. "BIPA Teacher Education: Meeting the Challenge and Opportunities to Create Qualified Teachers." In Proceedings of the 2nd Konferensi BIPA Tahunan by Postgraduate Program of Javanese Literature and Language Education in Collaboration with Association of Indonesian Language and Literature Lecturers, KEBIPAAN, 9 November, 2019, Surakarta, Central Java, Indonesia. EAI, 2020. http://dx.doi.org/10.4108/eai.9-11-2019.2295073.

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Reports on the topic "Teachers in literature"

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Dabrowski, Anna, and Pru Mitchell. Professional learning modes. Literature review. Australian Council for Educational Research, 2021. http://dx.doi.org/10.37517/978-1-74286-695-6.

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This literature review summarises evidence from education research to describe and compare different modes of professional learning. It applies the findings to the question: ‘what works best, and for whom’ in terms of modes of professional learning for Australian teachers, with particular focus on early childhood teachers, casual relief teachers and teachers in rural and remote teaching contexts. A key professional learning challenge common to these teachers is isolation – which can be physical, pedagogical, technological and/or social isolation. The review sought to identify research on modes
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Bima, Luhur, Arjuni Rahmi Barasa, Shintia Revina, Niken Rarasati, and Asri Yusrina. Screening Teachers in Indonesia: Does Ex-Ante Teacher Characteristics Assessment Predict Teaching Effectiveness? Research on Improving Systems of Education (RISE), 2023. http://dx.doi.org/10.35489/bsg-rise-wp_2023/134.

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Selecting good teachers is vital as it can lead to a pool of teachers who will continuously strive to improve their teaching quality. Therefore, strengthening the assessment tools for screening effective teachers at their point of entry into the profession is important to improving teaching quality. While abundant studies have been conducted on improving teacher screening strategies in developed countries, only few have examined the process in the contexts of developing countries. Our study aims to enrich the literature on improving teacher screening in developing countries by testing sixty-tw
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Duong, Bich-Hang, and Joan DeJaeghere. From Student-Centered to Competency-Based Reform: Exploring Teachers’ Perspective of Meaningful Participation. Research on Improving Systems of Education (RISE), 2022. http://dx.doi.org/10.35489/bsg-rise-wp_2022/089.

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Student-centered pedagogy has been widely advocated in many contexts with student active participation in learning being a central element. Vietnam has adopted innovative pedagogies including child-centered and competency-based teaching to further active learning and develop students’ full potential. This study explores Vietnamese teachers’ views about student participation and teaching roles as they implement these progressive reforms. It also examines pedagogical practices that teachers planned to use and actually employed to support student learning through meaningful participation. Drawing
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Romero Molina, Paola Ximena. Teaching Lesson Planning to EFL Preservice Teachers: A Review of Studies. Institucion Universitaria Colombo Americana, 2022. http://dx.doi.org/10.26817/paper.19.

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Preparing English as a Foreign Language (EFL) preservice teachers for lesson planning has a been a concern among teacher educators globally. Research has shown that preservice teachers encounter difficulties in aspects such as objective setting, considering their learners’ needs, and matching assessment and objectives, among others. Similarly, preservice teachers still need to be presented with ample opportunities for reflective teaching. These concerns have been addressed by teacher educators in systematic ways. Hence, guided by two sets of research questions, this literature review aims at e
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Petrovych, Olha B., Alla P. Vinnichuk, Viktor P. Krupka, Iryna A. Zelenenka, and Andrei V. Voznyak. The usage of augmented reality technologies in professional training of future teachers of Ukrainian language and literature. CEUR Workshop Proceedings, 2021. http://dx.doi.org/10.31812/123456789/4635.

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The article deals with the peculiarities of creation and practical application of augmented reality (AR) technologies for the organization of students-philologists’ individual and group work in studying the discipline “Methodic of teaching literature”. The relevance of the introduction of AR technologies for the future teachers-philologists’ readiness formation to the professional activity is substantiated. Analysis of the scientific sources suggested that the professional training process requires the modernization of teaching methods, and the usage of information and communication technologi
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Duong, Bich-Hang, Vu Dao, and Joan DeJaeghere. Complexities in Teaching Competencies: A Longitudinal Analysis of Vietnamese Teachers’ Sensemaking and Practices. Research on Improving Systems of Education (RISE), 2022. http://dx.doi.org/10.35489/bsg-risewp_2022/119.

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Education systems globally are implementing competency-based education (CBE) reforms. Vietnam's leaders have also adopted CBE in a comprehensive reform of its education since the early 2010s. Although the global idea of CBE has been widely adopted and recontextualized in various educational contexts, implementing the reform at the local level (e.g., teachers in schools) is never a linear and simple process. Given the complicated sensemaking process of competency and competency teaching, this study explores how Vietnamese teachers made sense of key competencies and adapted their teaching to com
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Ehsanipour, Tina, and Florencia Gomez Zaccarelli. Exploring Coaching for Powerful Technology Use in Education. Digital Promise, 2017. http://dx.doi.org/10.51388/20.500.12265/47.

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This literature review, published in partnership with Stanford University’s Center to Support Excellence in Teaching, summarizes findings from existing research on teacher coaching and explores the following questions: What is the role of technology in the 21st century classroom? How do we best provide teachers with the time, support, and space to learn how to use new technological tools and resources effectively and to support deeper learning?
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Sims, Kate. Lessons Learned from Education Initiatives Implemented During the First Wave of COVID-19: A Literature Review. Institute of Development Studies (IDS), 2021. http://dx.doi.org/10.19088/k4d.2021.134.

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It is important to assume that the learning crisis caused by COVID-19 is not over. As highlighted by 2021 school closures in response to the Delta variant, lessons learned from school closures in 2020 are required and applicable. There is therefore a need for reflection and a consolidation of lessons learned to protect education outcomes. Lessons include the need for parental engagement and support, the mobilisation of community actors, and inclusive and accessible remote learning approaches (Kapur, 2020, p. 38). This literature review seeks to better understand what worked and what did not wo
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DeJaeghere, Joan, Bich-Hang Duong, and Vu Dao. Teaching Practices That Support and Promote Learning: Qualitative Evidence from High and Low Performing Classes in Vietnam. Research on Improving Systems of Education (RISE), 2021. http://dx.doi.org/10.35489/bsg-rise-ri_2021/024.

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This Insight Note contributes to the growing body of knowledge on teaching practices that foster student learning and achievement by analysing in-depth qualitative data from classroom observations and teacher interviews. Much of the research on teachers and teaching in development literature focuses on observable and quantified factors, including qualifications and training. But simply being qualified (with a university degree in education or subject areas), or trained in certain ways (e.g., coaching versus in-service) explains very little of the variation in learning outcomes (Kane and Staige
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Gold, Thomas. Pipeline and Retention of Teachers of Color: Systems and Structures Impeding Growth and Sustainability in the United States. Digital Promise, 2020. http://dx.doi.org/10.51388/20.500.12265/96.

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This literature review summarizes research on factors that contribute to the continuing decline in the teacher of color workforce and presents promising practices to improve teacher of color recruitment and retention.
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