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Zhou, Rong, Yan Hu, Dengke Yu, Qian Cao, and Xue Bai. "University Teacher’s Knowledge, Personality and Teaching Effect: A Qualitative Study from Students’ Cognition Perspective." International Journal of Higher Education 8, no. 6 (2019): 70. http://dx.doi.org/10.5430/ijhe.v8n6p70.
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Teaching effect is a core index for measuring the validity of teaching practices in universities. How to improve it in class? It is an important issue in educational reform. From students’ cognition perspective, the study analyzed students’ statements about the knowledge, personalities and behaviour of their teachers. Through the process of text analysis, the study summarized the common elements of teachers’ knowledge and personality as well as their impacts on teaching effects. A new theory, i.e. Intellectual Management for University Teacher (IMUT), was constructed. Results show that: At first, university students can definitely cognize and appraise their teachers’ knowledge and personalities; Second, an effective combination of knowledge and personality decides one teacher’s teaching effect, and; Finally, according to the feedback of students, the elements of teacher’s knowledge should include knowledge level and knowledge behaviour, and the elements of teacher’s personality could be summarized as personality trait and personalized behaviour. In order to improve teaching effects, university teachers are suggested to implement intellectual management, for realizing intellectual beauty through building a syncretic system which helps to develop knowledge and personality together.
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Sulentic Begic, Jasna, Amir Begic, and Tihana Skojo. "Opinions of University Music Teachers on the Musical Competencies Necessary for Primary Education Teachers." International Journal of Higher Education 6, no. 1 (2017): 197. http://dx.doi.org/10.5430/ijhe.v6n1p197.
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This paper describes the research conducted in the Republic of Croatia during the 2012/13 academic year. We have gathered opinions from experts, i.e. teaching methods teachers from seven faculties of teacher education, regarding the music teaching competencies necessary for primary education teachers teaching music in the first several grades of elementary school. We used the Delphi method in our research, i.e. in our sample survey among teaching methods teachers. The teachers also evaluated the competencies of their students and some elements of teacher education studies course syllabi and programmes. The sample survey among the teachers was implemented via email. The goal of the research was to determine if the programmes of the music courses at the teacher education studies are appropriate for the development of the competencies necessary for students of music education. Teaching methods teachers emphasized the need for more practical training, primarily regarding playing instruments and singing, and they pointed out that the course Teaching Methods in Music is the most important course for the training of future music teachers. Aside from that, they believe that more classes should be devoted to music courses, i.e. they propose to reorganise the contents of the courses by increasing the amount of practical classes and reducing the amount of theory classes. They also believe that it is necessary to introduce testing of musical ability at entrance exams for admission into the teacher education studies.
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Choi, Jung-ah. "A Case Study of Teaching High-level Reflection to Teachers: Dissecting My Failing Journey." Journal of Education and Training Studies 8, no. 9 (2020): 35. http://dx.doi.org/10.11114/jets.v8i9.4950.
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While the teacher education literature stressed the importance of teachers’ reflection for the purpose of their professional growth, very few focus on teacher’s personal intellectual growth, intelligent dispositions. In fact, teacher educators are concerned about teachers’ anti-intellectualism, as most teachers stay at their comfort zone and resistant against complex higher order thinking. This case study is an attempt to showcase how to enhance teachers’ intellectual growth in the university classrooms. Using Valli’s typology of reflections, this study first identifies what level of reflections teachers engage, and documents what attempts I, as a teacher educator, made to promote higher order thinking. The finding confirms the existing literature that teachers tend to engage in pragmatic/practical thinking, and are not ready, or not willing, to take up a deeper level of intellectual reflections. My efforts to cultivate a culture of inquiry became unsuccessful, because teachers’ practicality-oriented mindset conflicts with my goal of promoting nonpragmatic inquiry, i.e., higher order thinking. This study leaves an implication for teacher educators: Teacher education curriculum oughts to undergo a paradigmatic change from pragmatic inquiry into non-pragmatic inquiry to allow teachers beyond the normative framework, and nourish teachers’ intellectual life.
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Thompson, Denisse R., and Gladis Kersaint. "On My Mind: University Faculty—Making Classroom Connections." Mathematics Teaching in the Middle School 12, no. 9 (2007): 488–89. http://dx.doi.org/10.5951/mtms.12.9.0488.
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University teacher educators typically wear many hats. Their many roles may include providing professional development (i.e., workshops) for practicing teachers on various topics (e.g., use of technology, teaching English Language Learners); teaching mathematics or methods courses to teachers or teacher candidates enrolled in undergraduate or graduate teacher education programs; and working with various groups or entities related to policy issues in mathematics education (e.g., teacher licensure, high-stakes assessment). Although mathematics teacher educators contribute to the field in various ways, a perception exists that university faculty are in an “ivory tower,” having few or ancient connections to schools. In some cases, their credibility may be questioned because of the time that has elapsed since they were in a classroom full time.
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Van der Zanden, Petrie, Eddie Denessen, Anthonius H. N. Cillessen, and Paulien C. Meijer. "Relationships between teacher practices in secondary education and first-year students’ adjustment and academic achievement." Frontline Learning Research 9, no. 2 (2021): 9–27. http://dx.doi.org/10.14786/flr.v9i2.665.
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To ease the transition to university, preparation in secondary school is often seen as a first step. This study investigated longitudinal relationships between teacher practices in secondary education (i.e., emotional support, autonomy support, and student-centred teacher practices) and first-year students’ academic achievement and social and emotional adjustment at university. We focused on students’ perceptions of their teachers’ practices to, on the one hand, take individual differences into account and, on the other hand, to investigate differences in teacher practices between schools. In a three-wave longitudinal study, 235 students were followed from their final year of secondary school to the end of the first year at university. The results indicated that teacher practices related to students’ social and emotional adjustment across the transition to university, but not to their academic achievement. Specifically, we found that perceived teachers’ emotional support was related to students’ social adjustment at university whereas autonomy support was associated with emotional adjustment. Differences in teacher practices between schools were quite small. This study indicated that teachers in secondary education might play a pivotal role in preparing students for university. This role goes beyond preparing students for academic achievement, as teachers may have a long-term impact on first-year students’ social and emotional adjustment.
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Sampath, S. "Emerging need for Introducing courses B.H.Ed., and M.H.Ed., to the College and University Teachers." Issues and Ideas in Education 4, no. 1 (2016): 63–70. http://dx.doi.org/10.15415/iie.2016.41006.
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Ahmad, Defri, Syafriandi Syafriandi, and Media Rosha. "Workshop on High Order Thinking Skills Mathematical Problems to Increase Teachers Teaching Abilities." Pelita Eksakta 3, no. 1 (2020): 82. http://dx.doi.org/10.24036/pelitaeksakta/vol3-iss1/110.
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Abstract – To accomodate High Order Thinking Skills (HOTS) in classrom, we need to consider curricula, learning process, and assesment. Learning process and assesment have an essential requirement i.e. teacher’s ability. Government has done some activity to increase teacher’s ability to apply HOTS in classrom, but teachers need more. To keep their motivation and ability, teachers need a continue activity related to HOTS. Lecturer is an academic expert who teach in university level. In Indonesia, service to community is one of obligation for lecturer. Hence increasing teachers understanding about HOTS is one of lecturer’s duty. Training and workshops has been designed to rose teachers ability in creating HOTS problems and teaching using those problems. In this activity, teachers are studied about HOTS concept, the government policy about HOTS, solve some HOTS problem in National level test, and how to create HOTS base mathematical problems. For the next activity, teachers are asked to create some HOTS base mathematical problems, and design a learning trajectoty/ design to put their HOTS problem in learning process. Lastly, base on teacher’s satisfaction questionnaire, teachers are very happy to get this activity for the activity’s programme, mastery of topics, and teacher ‘s needs.
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Razmaitė, Danguolė, and Džeraldas Dagys. "Are the Requirements for Teacher’s Competence set by University Administration and Students Similar?" Pedagogika 114, no. 2 (2014): 42–53. http://dx.doi.org/10.15823/p.2014.003.
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As the educational paradigm undergoes changes, new challenges for performance and competence of higher education institution teachers arise. The article deals with theRequirements for teacher’s competence set by university administration and students, and whether these requirements are similar. In the beginning, definitions of teacher’s competence dealt with in scientists’ papers are reviewed, the structure of teacher’s competence is discussed. The article explores the requirements for teacher’s competence set by university administration and students. The research carried out shows that nevertheless there is a divide between requirements for teachers’ competence set by university students and university administration. It should be noted that university administration pose requirements which are regulated on the national level of the Republic of Lithuania, i.e. provisions of the Law on Higher Education and Studies of the Republic of Lithuania; whereas the definitions of competences investigated by scientists remain as a theoretical construct, a scientific outcome. The requirements set by students include these teachers’ competences (pedagogical, meta-learning, technical, etc.) which interact with the efficiency and quality of the teaching process.
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Gholami, Javad, and Isa Qurbanzada. "Key Stakeholders’ Attitudes towards Teacher Education Programs in TEFL: A Case Study of Farhangian University in Iran." Journal of Teacher Education for Sustainability 18, no. 2 (2016): 5–20. http://dx.doi.org/10.1515/jtes-2016-0011.
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Abstract Recently, teacher training courses have attracted the researchers’ special attention, while teacher education programs have not received as much attention. The present study investigated the attitudes key stakeholders in a teacher education program (i.e., student teachers, in-service teachers, and teacher educators) hold toward the appropriateness of TEFL teacher education programs at an Iranian teacher education university and their relevance to and sustainable impact in the real teaching context. To this end, 62 pre-service teachers, 48 in-service teachers, and 28 teacher educators filled out the Foreign Language Teacher Education Program Evaluation questionnaire adapted from Peacock (2009). The results of ANOVA tests indicated that the pre-service teachers and teacher educators found courses with literary strands less relevant to English language teaching and believed that those courses should be modified or replaced by teaching more knowledge-building or knowledge-applying subjects. In addition, the in-service teachers harboured a negative perspective towards the courses which were not practical in the real classroom setting and considered them less empowering. All three groups found teaching-related courses, such as teaching methodology, of more sustainable nature and useful in the real teaching context. Besides, the participants believed that it is essential for the universities to incorporate several practical courses including practicum and classroom observations within the curriculum. This study suggests that accommodating key stakeholders’ preferences in a teacher education programs could lead to crafting more accountable and empowering teacher education programs.
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Blašková, Martina, Dominika Tumová, and Rudolf Blaško. "Relations of University Values and Competences of University Teachers." Journal of Intercultural Management 11, no. 3 (2019): 134–57. http://dx.doi.org/10.2478/joim-2019-0021.
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Abstract Objective: The paper deals with the theoretical and empirical examination of university values in relation to key competences of university teachers. The combination of values that universities should prioritize and the competences that university teachers should possess is seen in the paper as an important precondition for improving the quality and acceleration of modern university progress. The theoretical part analyzes, compares and synthesizes opinions on key terms examined in the paper, i.e. higher education, university, values, and competences. The empirical part presents, on the one hand, the results of the questionnaire survey aimed at defining important university values. The survey was carried out on a sample of n = 279 students of the University of Žilina, Slovak Republic, and obtained 1,786 statements on crucial values or sub-values of the university. On the other hand, based on results of the previous survey (n = 27 university teachers) which was targeted on key competences of the great university teachers, the empirical part seeks to experimentally link university key values with teachers’ key competences. Methodology: Analysis, synthesis, comparison, abstraction, questionnaire survey, thinking experiment. Hypothesis H1: University values defined by students will be repeated in the survey, i.e. student views on the core values of university will be identical or similar in content. Negation hypothesis H0: University values defined by students will not be repeated in the survey. Findings: Respondents reported a total of n0 = 1,786 statements regarding the university values or sub-values. A substantial consensus was found: many of values were repeated for respondents. Defined values were subsequently grouped: from the initially defined n1 = 229 values, n2 = 32 complex values were generated. This leads to a rejection of H0, in favor of H1: the university values generated by students are similar in the content. The results in the evaluative question confirmed the assumption that respondents considered most important mostly those values that the previous open question most frequently reported. Although depending on the study program is always the quality of education in the first place of importance, the order of importance of other values varies to some extent. Value Added: Opinions on university teachers’ competences and university’s values were discussed. Experimental linking of university values to competences of teachers was performed based on the survey results conducted by the authors in 2012 (this one consisted of three sequential interviews/workshops with teachers of University of Žilina). A logical conclusion was formulated: All the university teachers and scientists are becoming authorities competent to build, preserve and transform universal knowledge into an ever-higher level. Recommendations: A conclusion of the paper contains the characteristics recommended for achieve an effective process of developing university competences.
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Panhwar, Abdul Hameed, Shah Nawaz Barich, and Syed Khuram Shahzad. "Analysing the Situation of ESL Teaching and Learning in Large University Classes in Pakistan." International Journal of English Linguistics 10, no. 5 (2020): 250. http://dx.doi.org/10.5539/ijel.v10n5p250.
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The present study is based on a chapter of the PhD project conducted by the main researcher. It aims to explore the ESL teaching and learning practices in a Pakistani university by focusing on difficulties perceived and confronted by learners and teachers, and solutions suggested by them. One of the most significant issues at the university is large classes-exceeding to 100 and more students on average. The main researcher, being an ESL teacher at the target university, faced the same problem of large size and found it difficult to teach these classes. He embarked on analysing the situation so that he might come across some solutions through the suggestions and experiences of the ESL teachers and students of the same university. The design of the study is descriptive and the results of the present study come from the quantitative data collected through student and teacher questionnaires. The Student-participants were 300 undergraduate students from various major subjects attending English language support classes and 22 ESL teachers teaching these English language support classes at different institutes of the university. The data were analysed descriptively and presented with help of the boxplots. The views, commonly held by teachers are supported by the study’s findings i.e., large classes are likely to endorse teacher-centred approaches of teaching; very little significant student-student and teacher-student interaction is practised because of the inadequate physical environment; majority of learners remain off-task and appear to be unruly and they are given little, if any, feedback on their in-class and home tasks. Conversely, many teachers and learners reported that the adoption of group/pair work is likely to be an effective technique to use in these classes. Albeit a few teachers revealed having adopted group work infrequently, none used it all the time.
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KAREEM, Adeyinka Oluwaseun, Funmibi Esther ADEBAYO, -, -, and -. "Nexus Between Learning Styles and Understanding of Nature of Science Among Pre-service Science Teachers in Obafemi Awolowo University Ile-Ife." Journal of Teaching and Teacher Education 09, no. 02 (2021): 49–57. http://dx.doi.org/10.12785/itte/090202.
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Tandzegolskiene, Ilona, and Ausra Rutkiene. "Teachers Attitude Towards Autonomous Learning in University Studies." SOCIETY, INTEGRATION, EDUCATION. Proceedings of the International Scientific Conference 1 (May 16, 2015): 415. http://dx.doi.org/10.17770/sie2015vol1.292.
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<p><em>An appropriate and considerate choice of the study methods is an important condition for successful organization of the student learning process. A teacher can contribute to the common skills’ development and student’s autonomy by thoroughly combining various methods. This specific approach not only makes the learning process more interesting and encourages student’s participation, but is also associated with student’s responsibility, self-control and motivation, skills of learning process regulation, gained experience, learning planning and creation of appropriate learning environment. The study shows that teachers emphasize the importance of tools, methods and teacher-student cooperation. In the discussion of the tools and methods which enhance student autonomy during the studies, it is suggested to change traditional lectures by experiments, case studies, learning from experience, scientific projects, i.e., when students are engaged into interesting and long term activities which are practice-oriented, develop knowledge and help to gain experience.</em></p><p> </p>
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Barbato, Giovanni, Roberto Moscati, and Matteo Turri. "Is the role of academics as teachers changing? An exploratory analysis in Italian universities." Tuning Journal for Higher Education 6, no. 2 (2019): 97–126. http://dx.doi.org/10.18543/tjhe-6(2)-2019pp97-126.
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University teaching is under pressure to evolve in line with the social, cultural and economic changes of modern society. This process inevitably affects the professional profile of academics since it creates an increasing tension between the traditional modes of teaching and the learning styles and professional expectations of students. This article analyses, both theoretically and empirically, the process of change of university teachers in the face of today’s challenges. The empirical analysis is based on the Italian university system, which has always been characterised by an overall reluctance to reforms. This article presents a theoretical framework based on two dimensions, i.e., the teacher/university relationship and the teacher/student relationship, to investigate the evolution of the professional profile of academics as teachers on the basis of seven teaching practices identified in the literature. The findings show that, besides some limits that are specific to professional bureaucracies, the support of universities is fundamental to promote innovation in teachers’ teaching practices, which are otherwise regulated and shaped only by their disciplinary community.Received: 14 January 2019Accepted: 27 March 2019Published online: 29 May 2019
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Hansson, Per-Olof. "Teaching Practice Online: Challenges in Japan, India and Kenya Under Pandemic." IAFOR Journal of Education 9, no. 2 (2021): 77–91. http://dx.doi.org/10.22492/ije.9.2.05.
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The coronavirus pandemic affected the whole world in 2020, with high pressure on the health sector, many deaths, reduced business activity, rising unemployment rates, travel restrictions and social distancing. These developments have had severe consequences for all areas of every society around the globe. This also includes education. In many countries, primary and secondary pupils and university students alike were sent home as schools and universities closed abruptly as part of efforts to control the spread of the virus. As teaching moved online, learners and teachers were unprepared for the new situation, which posed a unique set of challenges. In this context, trainee teachers at a Swedish university were encouraged to support online teaching at schools in Japan, India and Kenya. The purpose of the digital internship was threefold: to continue the trainees’ teaching placements in the absence of opportunities for in-class teaching; to provide an opportunity for trainee teachers to develop their own competence in online teaching; and to assist the foreign schools in the challenging task of delivering online classes. This article aims to investigate the challenges faced by pupils in Japanese, Indian and Kenyan schools and by 27 Swedish trainee teachers during this project. Data collection consisted of interviews, an online questionnaire, lesson observations, assessment forms, and reports given by trainees. The main challenges identified through our findings included internet access in host countries, the use of a teacher-centred approach to learning, and difficulty for trainees to relate to the pupils’ life conditions. However, we conclude that the trainee teachers increased their global awareness through a climate-friendly alternative to the traditional teaching placement abroad.
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Ahmed, Shehzad, Muhammad Tahir Khan Farooqi, and Asif Iqbal. "Influence of Organizational Politics on University Teachers' Performance." Global Social Sciences Review V, no. II (2020): 341–55. http://dx.doi.org/10.31703/gssr.2020(v-ii).33.
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The purpose of the study was to explore the relationship of organizational politics on the performance of teaching faculty of the universities of Pakistan. The nature of the study was descriptive. The public sector universities of Punjab were the population of the study. The researchers randomly selected the four universities, i.e. the University of the Punjab Lahore, Bahaud din Zakria University Multan, Pir Mehr Ali Shah Arid Agriculture University Rawalpindi and The Islamia University of Bahawalpur. Two questionnaires, namely Organizational Politics by Vigoda (2007) and Teachers Performance Evaluation Scale (TPES) by Shehzad and Farooqi (2016), were adapted for the study. The statistical techniques t-test and Structural Equation Modelling (SEM) were applied to analyse the data. It was inferred that organizational politics had significant impact and relationship with the performance of university teachers. It is recommended that a qualitative approach may be adopted to get a further in-depth understanding of the phenomenon.
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Reid, Jo-Anne, Ninetta Santoro, Laurie Crawford, and Lee Simpson. "Talking Teacher Education: Factors Impacting on Teacher Education for Indigenous People." Australian Journal of Indigenous Education 38, no. 1 (2009): 42–54. http://dx.doi.org/10.1375/s1326011100000582.
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AbstractIn this paper we report the findings of research that has examined, from first-hand accounts, the career pathways of Indigenous Australians who have studied to become teachers. We focus on one key aspect of the larger study: the nature and experience of initial teacher education for Indigenous student teachers. Elsewhere we have reported on aspects of their subsequent working lives in teaching or related fields. We focus here on participants' talk about teacher education, particularly with reference to the factors that have impacted positively and negatively on their identity formation as “Indigenous” students and teachers. As a research collective that comprises Aboriginal and non-Aboriginal teacher educators, and in the context of increased emphasis on university access following the Federal Review of Higher Education, we argue that it is time for government, universities and schools to listen and learn from this talk. In particular, we highlight in our participants' accounts the persistence of three longstanding and interrelated factors that continue to impact on the success or inadequacy of teacher education for Aboriginal people i.e., the presence and nature of financial, emotional and academic support in university and school settings.
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Atalay, Tazegül Demir. "Learning styles and teacher efficacy among prospective teachers based on diverse variables." International Journal of Evaluation and Research in Education (IJERE) 8, no. 3 (2019): 484. http://dx.doi.org/10.11591/ijere.v8i3.19609.
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<p>The main aim of this study was to explore learning styles and teacher efficacy of prospective teachers, evaluate them based on department, gender, high school type and educational level of parents, and identify whether there is any relationship between teacher efficacy and learning styles. This is a descriptive study that was conducted using survey model. The study group consisted of 170 prospective teachers in the Faculty of Education, Kafkas University during the 2018-2019 academic year. Research data were gathered through “Teachers’ Sense of Efficacy Scale” and the “Kolb Learning Style Inventory”. The study came to the conclusion that prospective teachers mostly had diverging and converging learning styles while assimilating and accommodating learning styles were least preferred, their teacher efficacy was "sufficient", and teacher efficacy scores differed significantly in relation to learning styles. The study also found a significant relationship between some variables, i.e. department, gender, high school type and educational level of parents, and the prospective teachers' learning style and occupational self-efficacy level. The study discussed these findings from various aspects and proposed recommendations.</p>
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Noventari, Widya Noventari, Yudi Ariana, Triyanto, et al. "Penguatan Materi Hukum Bagi Guru Mata Pelajaran PPKn SMA Di Kabupaten Sragen." Jurnal Pengabdian UntukMu NegeRI 5, no. 1 (2021): 22–28. http://dx.doi.org/10.37859/jpumri.v5i1.2158.
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Civic education contains material on law and politics. However, the fact have shown there are constraints faced by the teachers’ during the learning process due to the lack of knowledge, mastery, and understanding materials, especially regarding to the law material. Therefore, reinforcement at law material to civic education teacher is needed to support the learning process and achievement of civic education goals. As an effort to reinforcement law materials mastery and understanding, Law and Citizenship Research Group, Teacher Training and Education, Sebelas Maret University and MGMP PPKn, Sragen Regency, collaborated on mentoring civic education teachers through a community service program. The aims of this community service program are to: 1) enhance the knowledge, mastery, and understanding civic education teachers in law materials, 2) reinforce civic education teachers’ capacity to be a professional teacher. The benefit of this community service program is the sustainability of the Tri Dharma Perguruan Tinggi, i.e. education, research, and community service program. The final results of this program is produce professional civic education teachers’ accordingly professional teachers’ competence based on the regulation about the Role of teacher and Lecturer (Undang-Undang No 14 Tahun) in 2005
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Macura-Milovanovic, Suncica, Iboja Gera, and Mirjana Kovacevic. "Preparing future teachers for inclusive education in Serbia: Current situation and needs." Zbornik Instituta za pedagoska istrazivanja 43, no. 2 (2011): 208–22. http://dx.doi.org/10.2298/zipi1102208m.
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The paper presents one part of the research for Serbia Country Report, conducted within the regional project of the European Training Foundation. The research was aimed at analyzing the current situation in initial education of teachers, i.e. preparation of teachers for inclusive education (IE), as well as the need for introducing changes in the initial education curricula, leading towards a more efficient development of competences for working with all students needing additional support for learning and social participation. Qualitative research methodology was used. Data were collected via: analysis of documents comprising curricula of basic studies of five educational/teacher education faculties in Serbia with respect to IE preparation; three focus groups with teachers; and thirty-one interviews with other participants in the education system - principals of primary schools, school psychologists, university educators, decision-makers in education, NGO representatives and moderators of in-service teacher training programmes. Analysis of initial education curricula indicated that these do not contribute to the development of competences and preparation of teachers for inclusive education. The basic obstacles to preparation for IE perceived by research participants include inadequate curricula, dysfunctional professional practice and negative attitudes of university educators towards IE. The concluding part points out that the key factors for changes in initial education comprise sufficient motivation of university educators, awareness about the responsibility of the faculty to teach in accordance with the IE concept, as well as the support to these faculties through wide social action. The implications for enhancement of initial education of teachers refer to introducing changes into study programmes and implementing the strategies identified in practice, leading towards more effective preparation of teachers for IE.
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Assadi Aidinlou, Nader, and Roya Jafari Amineh. "Students’ Perceptions of Teachers’ Power in High School, University, and English Language Institute." International Journal of English Linguistics 6, no. 6 (2016): 76. http://dx.doi.org/10.5539/ijel.v6n6p76.
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<p>The primary focus of this study is to determine and compare Iranian students’ perceptions of their English teachers’ power in high schools, universities, and English language institutes. The research employed French &amp; Raven’s (1959) framework of relational power bases (i.e., coercive, reward, expert, legitimate, and referent power) for understanding teachers’ power in this classroom. To this end, Teacher Power Use Scale (TPUS, Schrodt, Witt, &amp; Turman, 2007) was translated to Persian and piloted among 150 students in all three educational contexts. After estimating reliability of Persian adaptation in the pilot study, 450 volunteer students responded to TPUS in the main study. For reliability studies, Cronbach Alpha and for validity studies, exploratory factor analysis were estimated.</p><p>Also, this study aimed to find out whether there are any other kinds of teachers’ power in educational contexts except what were represented by French &amp; Raven’s (1959). For this purpose, the study used observation and interview.</p><p>The final results basically supported both French &amp; Raven’s (1959) framework of relational power and also the original TPUS. Further, the findings suggested students’ perception of other kinds of teachers’ power beyond what was represented in the previous researches.</p>
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Kousa, Päivi, Maija Aksela, and Vesna Ferk Savec. "PRE-SERVICE TEACHERS´ BELIEFS ABOUT THE BENEFITS AND CHALLENGES OF STSE BASED SCHOOL-INDUSTRY COLLABORATION AND PRACTICES IN SCIENCE EDUCATION." Journal of Baltic Science Education 17, no. 6 (2018): 1034–45. http://dx.doi.org/10.33225/jbse/18.17.1034.
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School-industry collaboration can be an effective way to implement STSE issues to teaching. However, teachers´ negative beliefs, lack of knowledge, resources, support and opportunities to collaborate with companies can impede the efficient implementation. In this case-study, 42 Finnish and Slovenian pre-service teachers´ STSE beliefs were first examined before and after the school-industry collaboration course by survey. After the course, beliefs of 8 Finnish pre-service teachers were analyzed in more detail by open-ended questionnaires and reflective writing. The pre-service teachers were more confident to teach STSE issues after the course in both countries. However, they needed more support and knowledge from the community members they collaborated with (i.e. representatives of industries, university teacher, student colleagues and school teachers). The industry-based teaching material was considered beneficiary especially for mixed-ability classrooms and the whole course was regarded useful for future practices. The results of this research highlight the importance of pre-service teacher education and practices with STSE issues. The positive and negative beliefs should be examined frequently already during the pre-service education in order to develop tools for teacher support and encouragement. This research promotes a practical example and ideas of a local school-company collaboration. Keywords: school-industry collaboration, sience teacher education, STSE issues, teachers´ beliefs.
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Brandhofer, Gerhard, and Marlene Miglbauer. "Digital Competences for Teachers - The Digi.Kompp Model in an International Comparison and in the Practice of Austrian Teacher Training." International Journal of Education (IJE) 8, no. 4 (2020): 55–69. http://dx.doi.org/10.5121/ije.2020.8406.
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The digital competences of teachers have not yet been given sufficient attention in Austria. In order to meet this need, the digi.kompP model has been developed on behalf of the Federal Ministry of Education and Women's Affairs, led by the University College of Virtual Teacher Education. Based on national and international framework models, the competency model is to serve as an instrument for self-assessment and continuous professional development as well as for (higher) school development. The following is a brief overview of international models that were relevant for the development of the competence grid. After that the competence grid itself and its categories are presented. The article concludes with a discussion of the integration of the competence grid into the international framework and its benefits in the Austrian education system. This article aims to make a theoretical contribution to the categorization of teachers' competencies
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Irshad Hussain. "Attitude of University Students and Teachers towards Instructional Role of Artificial Intelligence." International Journal of Distance Education and E-Learning 5, no. 2 (2020): 158–77. http://dx.doi.org/10.36261/ijdeel.v5i2.1057.
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The present study evaluated the attitude of university students and teachers towards instructional role of artificial intelligence. It was a descriptive study and the researcher used survey approach for data collection. The data was collected from 323 university students and 196 university teachers by using two questionnaires developed (one for students and one for teachers) on five point rating (Likert) scales. Descriptive statistics i.e. percentage was used for data analysis. This study demonstrated positive attitude of university students and teachers towards AI and its instructional role. It appeared to be encouraging for the respondents as well as for the administrators and policy makers. The study suggested higher education institutions to formulate a feasible policy to get benefits of instructional role of AI in higher education.
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Wiegerová, Adriana. "Career Plans of Novice University Teachers: The Research Perspective." Acta Technologica Dubnicae 7, no. 1 (2017): 9–26. http://dx.doi.org/10.1515/atd-2017-0001.
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Abstract Introduction: The career trajectories of young university teachers have been a relatively frequent research target in North American and Western European countries but an entirely neglected topic of the Czech and Slovak educational research. This paper’s ambition is to narrow the gap. The research goal is to describe one aspect of career advancement of young university teachers - their professional plans after their entry to an academic position at a university after completion of their doctoral studies.Methods: This qualitative investigation was concentrated on a sample of ten young university teachers currently employed in Czech universities. The data were gathered through in-depth interviews, sound recordings were converted to written transcripts, and then open- and category coded.Results: The findings show how the young teachers adapted to the workplace environment, how they struggled with the double roles in academia, i.e., an instructor and a researcher, and which personal decisions they made for the next years in employment. I was revealed how the desire to attain assistant professorship overwhelmed their professional, occupational and personal decisions.Limitations: As concerns the limitation of the findings, the qualitative investigation went deeply into the thinking and decision making of the study participants but was unable to draft wide generalisations.
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Olwi, Abdulrahman. "English as a Foreign Language Teachers' Assessment Competence at Taibah University." Theory and Practice in Language Studies 10, no. 9 (2020): 1158. http://dx.doi.org/10.17507/tpls.1009.22.
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This research study examines the competence of EFL teachers about language assessment types and strategies. A random sample of 49 teachers at the preparatory year program at Taibah University has taken a questionnaire that tests language assessment competences (i.e., diagnostic, progress, placement, proficiency, and achievement) and its correlation with their gender, native language, qualification, years of experience, and non-academic training. Overall, female teachers had better competence of achievement assessment over male teachers, but not in other types of assessment. Both English native speaking teachers and non-English native speaking teachers have less competence in language proficiency assessment competence. Also, it is seen that higher degrees help better in the achievement assessment competence, but not in general. Regardless of the number of years of experience, less competence occurred with proficiency assessment. Finally, in terms of non-academic training, there was a significant difference in the competence of progress assessment and proficiency assessment.
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Işık, Tuba, and Cem Balçıkanlı. "EFL Teachers’ Autonomy Supportive Practices for Out-of-Class Language Learning." IAFOR Journal of Education 8, no. 4 (2020): 63–78. http://dx.doi.org/10.22492/ije.8.4.04.
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Autonomy support is a recently defined role for teachers, and they are expected to help learners engage in autonomous out-of-class learning. With a focus on English language learning outside the classroom, this study intended to uncover English as a foreign language teachers’ practices related to autonomy support and to discuss the challenges faced by the teachers in this process. Eleven teachers working at the tertiary level at a state university in Turkey were interviewed. Semi-structured interviews were conducted in three sessions to find out the extent to which the teachers help their learners become autonomous. The findings revealed that the teachers perform many autonomy-supportive behaviors which are feasible in language classrooms such as motivating students, giving language advice and promoting peer collaboration. In doing this, the teachers utilize five different support mechanisms: affective, resource, capacity, technology, and social support. On the other hand, the findings uncovered such constraints as crowded classes, overloaded curriculum, and low learner motivation. These challenges were perceived as barriers hampering teachers’ efforts for autonomy support. This study highlights the feasibility of creating an autonomy-supportive language learning environment and provides implications for teachers of English as a Foreign Language.
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Onyilofor, Florence N. C. "Repositioning Guidance And Counselling And Curriculum Innovation In Higher Education In Nigeria." Journal of International Education Research (JIER) 9, no. 2 (2013): 153–64. http://dx.doi.org/10.19030/jier.v9i2.7720.
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This study focuses on repositioning guidance and counseling and curriculum innovation in higher education in Nigeria. Descriptive survey research design was employed in the study. The study covered four Federal universities in the South-West Geopolitical zone of Nigeria, namely University of Ibadan in Oyo State; Obafemi Awolowo University, Ile-Ife in Oshun State; University of Lagos in Lagos State; and University of Ilorin in Kwara State. The population of the study comprised 241 made up of 195 student counselors and 46 professional counselors from the four selected federal universities in the South-West Geopolitical zone of Nigeria. The sampling for the study was drawn through simple random sampling technique. Structured questionnaire was developed by the researcher using strongly agreed, agreed, disagreed, and strongly disagreed options. The questionnaire was face-validated using five experts - two in the department of Measurement and Evaluation in University of Nigeria Nsukka, one in Curriculum in Ebonyi State University, Abakaliki, one in Guidance and Counseling, Nnamdi Azikiwe University, Awka; and one in Guidance and Counseling in University of Calabar, Cross River State. The data collected were analyzed using mean and standard deviation for answering the research questions. A mean of 2.5 and above was accepted while any mean less than 2.5 was rejected. The findings of the study reveal, among other things that education, sense of industry, problem solving, conducive/enabling environment, and planning are various ways professional counselors help in repositioning curriculum innovation in higher education in Nigeria. It is also recommended among other things that both expert teachers/professional counselors and student counselors should participate in the repositioning of guidance and counseling and the design and development of innovative curriculum.
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Shweta Gupta. "Life Skills Of Pre-Service Teachers: A Comparative Study." Research Inspiration: An International Multidisciplinary e-Journal 6, no. II (2021): 13–25. http://dx.doi.org/10.53724/inspiration/v6n2.04.
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Teachers have a pivotal role in our education system. However, inefficiency in teachers can affect the very foundation of this education system and which in turn will lead to the downfall of society and the nation. It is well said that the quality of education depends on the quality of teachers, so it is essential to prepare a quality teacher. As the teacher acts as transmitter of knowledge, motivator, and manager so it is dire need to train the prospective teacher in Life skills. According to WHO life skills have been defined as “the abilities for adaptive and positive behaviour that enables individuals to deal effectively with the demands and challenges of everyday life”. The present study include ten Life skills as suggested by WHO i.e. Self-awareness skill, Interpersonal skill, Effective Communication skill, Problem Solving, Decision Making, Critical Thinking, Creative Thinking, Coping with Stress, Coping with Emotion, and Empathy. A descriptive survey method is used for this study. The data of 100 pre-service teachers in which 40 female and 60 male pre-service teachers, were collected by random cluster sampling technique from two B.Ed. colleges of Ghaziabad affiliated to C.C.S. University Meerut in Ghaziabad district. Moreover, t-test is used as a statistical technique to compare the life skills between male and female pre-service teachers. However, the investigator found no significant difference between the male and female pre-service teachers in their Life Skills.
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Li, Zhan, and Yueting Xu. "Sustaining the Effective Use of Materials in Language Classrooms: A Conceptual Understanding of Teacher Knowledge for Materials Use." Sustainability 13, no. 14 (2021): 8115. http://dx.doi.org/10.3390/su13148115.
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Materials use is a critical yet understudied domain of language teaching across jurisdictions and educational contexts. This study explored what knowledge constituents that English-as-a-foreign-language (EFL) teachers mobilize in their use of materials. Based on the social theory of human cognition in tool use and the conception of foreign language teachers’ pedagogical content knowledge, a qualitative multi-case study involving eight EFL teachers at one university in China was conducted. Data from interviews, lesson observations, and documents across three consecutive semesters revealed that teacher knowledge for materials use is multi-dimensional and developmental. The constituents of this professional knowledge are manifested in four domains, i.e., subject matter, pedagogical, curricular, and contextual domains. The study concluded that the professional knowledge needed for materials use is not merely an individual trait, but mediated by both human and nonhuman elements. Therefore, new forms of agency from both teachers and materials are required to foster the growth of this professional knowledge. Based on the findings, suggestions were made for teacher learning through materials use in language classrooms.
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Misdi, Misdi. "E-PORTFOLIO AS AN AUTHENTIC LEARNING ASSESSMENT IN A RESPONSE TO COVID-19 OUTBREAK IN INDONESIAN HIGHER EDUCATION: TOWARD CRITICAL STUDENT-WRITERS." Research and Innovation in Language Learning 3, no. 2 (2020): 158. http://dx.doi.org/10.33603/rill.v3i2.3565.
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This report, a part of a larger study, describes a case study investigating university educators who struggled in empowering student-teachers that aimed to promote critical writing awareness. This study aimed at revealing phenomenon of edmodo-based e-portfolio as an alternative authentic assessment for empowering student teachers in the covid-19 outbreak in Indonesia. Twenty-five out of seventy-eight student teachers in teacher college in Indonesia voluntarily participated in the study. For the data, the student teachers were observed during their writing completion to assess their writing as well as their critical arguments. At the end of the first writing project, they were interviewed to reveal their attitudes towards the projects. Three main findings were reported, i.e. their writing skill improvement, attitudes, and critical writing. Overall, the findings show that edmodo-based portfolio provides graphic of students’ writing performance as authentic writing assessment and perceives positive attitudes from the student teachers. In addition, students’ critical writing awareness is also developed
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Pawiak, Anna. "Exemplification of Expectations and their Implications for Trust and Credibility of University Teachers in the Students’ Opinion." Journal for Perspectives of Economic Political and Social Integration 24, no. 1 (2018): 51–67. http://dx.doi.org/10.2478/pepsi-2018-0002.
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Abstract The article describes the question of trust and credibility of university teachers, i.e. fulfilling the expectations and obligations towards students who have placed their trust in the teachers. It focuses on the importance of credibility understood as expectations concerning relations. The discussion aims at presenting of the significance of academic teachers’ credibility for students and finding the answer to the question about the basis on which the teachers’ credibility is evaluated in students’ opinion. The conclusions base on the analysis of the subject literature and the author’s own research results. The article explains the notions of trust, credibility and expectations, discusses ideas and various meanings of a trusted person’s credibility. The author refers to the theoretical model of trust by P. Sztompka, particularly credibility as a relation, as well as classification of credibility as instrumental, moral and care-taking one basing on characteristics of expectations and obligations. The research results exemplify the fulfilled and unfulfilled expectations of students on the basis of which the author attempts to create a system of expectations referring to the mentioned above credibility variants. Conclusions point to mutual benefits following from the fact that a university teacher is credible in the opinion of students. The area under discussion seems to be particularly interesting as credibility is a model of the interpersonal capital and the credibility capital in turn defines the notion of authority.
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Aslam, Muhammad Zammad, Talha Zammad Aslam, and Sami Barzani. "The Role of Technology in ELL Classes in Turkish Republic of Northern Cyprus." International Journal of Language Education 5, no. 2 (2021): 30. http://dx.doi.org/10.26858/ijole.v5i2.14109.
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In the contemporary English language classroom, technology keeps an important role to support language learning. The present research focuses only on the tools, i.e., Smart Boards, tablets/laptops, and LMS (online learning management system), which English language teachers utilize in their class at the level of English Preparatory School, BS and Master in the Turkish Republic of Northern Cyprus (TRNC). Moreover, the present qualitative and observational research examines the role of technology, which is utilized at the English Preparatory School in Cyprus International University to teach English to the learners who learn English as a Second Language. For the present research, the researchers collect the data through 2 interviews of the teachers who teach at Cyprus International University (CIU) and from an in-depth literature review. Through the findings of the present research, the researchers observe that: a) all the teachers in TRNC utilize technology, i.e., Smart Boards, tablets and LMS during the teaching of English language and English subjects, i.e., Multimedia (only for PowerPoint presentations); b) in TRNC, the technology helps the English Language Learners (ELLs) to enhance their language skills and make them independent language learners; c) in TRNC, teachers, and students who utilize technology in language learning process face technical challenges due to lack of knowledge or less familiarity with the technology. Hence, the present research would explore the pros and cons of technology and intends the knowledge of a teacher who would take an interest in teaching language through technology.
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Žofčinová, Vladimíra, Milena Barinková, and Zuzana Hrabovská. "UNIVERSITY TEACHERS IN SLOVAKIA AS A SPECIAL CATEGORY OF EMPLOYEES IN PUBLIC ADMINISTRATION: SOCIAL STABILITY OF EMPLOYMENT?" Public Administration Issues, no. 6 (2020): 133–55. http://dx.doi.org/10.17323/1999-5431-2020-0-6-133-155.
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The main role of public administration is to administrate public affairs. All of the functions in this field are realised by employees carrying out the dependent work. Public administration, as an employer, has to fulfil the demand of stability and attractiveness of public sector employment. For the purposes of the study our attention focuses on a large group of public employees, namely teachers in public universities in Slovakia. Legislative regulation of the employment of university teachers is alarming. The paper analyses Slovak legislation of time-terminated employment contracts with university teachers and its unlimited repetition. The authors, supported by settled case law of the Court of Justice of the EU, assess the legislation in substance and critically, but also point to its potential impact on the private life, social security and health of these employees, i.e. psychological aspects. Descriptive analysis aimed at assessing quantitative changes in individual groups of university teachers according to the highest level of qualification was used to express trends in the development of quantitative indicators characterizing selected aspects of employment of university teachers (assistant, assistant professor, associate professor, professor). Legislation on the employment of university teachers under the conditions of the Slovak Republic raises considerations of unequal treatment of two categories of university teachers (associate professors and professors) when compared to the category of assistants and assistant professors. For this reason, an analysis of the age structure of university teachers according to the highest qualifi cations was carried out. The analyses were carried out using data from the Center of Scientific and Technical Information of the Slovak Republic (CVTI SR) and the Register of University Employees maintained by the Ministry of Education, Science, Research and Sport of the Slovak Republic. The study was conducted for the reference term of 2011–2019. Through our analysis, we have identified a downward trend in the number of university teachers qualified as assistant professors in the 40–49 age category, and this change does not reflect the increase in the number of associate professors in the same age category. The group of university teachers in this age category then becomes vulnerable/disadvantaged in the labor market, which has serious social consequences for the employees themselves and provides a picture of the university environment in terms of legislation.
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Inayat, Awaisha, and Dr Amena Zehra Ali. "INFLUENCE OF TEACHING STYLE ON STUDENTS’ ENGAGEMENT, CURIOSITY AND EXPLORATION IN THE CLASSROOM." Journal of Education and Educational Development 7, no. 1 (2020): 87. http://dx.doi.org/10.22555/joeed.v7i1.2736.
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<p><em>Inside classroom teacher student interaction carries immense significance as it appears to contribute to student learning in different ways. The teachers’ interaction has a stronger association with students’ engagement and exploration in terms of learning in classroom through their coaching style. The present study therefore aims to explore perceived teaching style (autonomous-supportive and/or controlling) and its correlation with students’ engagement, curiosity and exploration in cross-sectional sample of School and University students (N= 402). Perceived parental autonomy support scale (adopted version for teachers), Students Engagement Instrument and Curiosity Exploration Inventory-II were administered. The result shows that students simultaneously perceived both teaching styles i.e., Autonomous-supportive and Controlling, in classroom however there was a significant difference between score of school students where they find their teachers to be more supportive and controlling as compared to university students. Furthermore, there is a moderate correlation between perceived autonomy support teaching style with students’ engagement as well as curiosity and exploration. The results offers an understanding of students’ belief and perceptions about their interaction with teachers that can help in building students’ curiosity and motivation to engage learn in the classroom. </em><em></em></p>
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Bilal, Ahmad Raza, Tehreem Fatima, Khyzer Bin Dost, and Muhammad Kashif Imran. "I am engaged, therefore my students are satisfied! Unleashing the role of teachers' interaction and sensitivity based on self-determination perspective." International Journal of Educational Management 35, no. 1 (2020): 341–61. http://dx.doi.org/10.1108/ijem-05-2020-0258.
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PurposeStudents' satisfaction is termed as their subjective evaluation of the fulfillment of expectations and pleasure experienced from the teaching services. This study intends to examine the role of teachers' work engagement in inculcating students' satisfaction from their teachers taking a self-determination perspective. It moreover highlights the underlying mechanisms of teacher–student interaction and teachers' sensitivity.Design/methodology/approachWe used 278 valid and matched responses from teachers and students of higher secondary/intermediate/degree colleges operating in Pakistan through multi-stage sampling. The data were gathered in three waves and multiple mediation analysis was conducted using PROCESS model 4 to analyze the data and infer results.FindingsThe results revealed that college teachers' work engagement (i.e. vigor, dedication and absorption) is required to create their willingness and motivation to invest in effective pedagogical decisions and inculcate students' satisfaction. This engagement, in turn, improves their interaction with students and makes them more sensitive in meeting the needs of students that causes students to have satisfying educational experiences.Originality/valueThis research has taken a unique standpoint of considering teachers' engagement as a precursor of students' satisfaction, in contrast to the prior focus on assessing the role of institutional dynamics, demographics and teachers' competence. It has also unraveled the role of teachers' sensitivity and student–teacher interaction in the above-mentioned association based on self-determination theory (SDT). Moreover, it has emphasized the teaching dynamics and its outcomes in the college sector instead of the much-examined university and school settings.
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Barends, Zelda, and Carisma Nel. "Work-integrated learning within the reading literacy component of foundation phase teacher preparation programmes." South African Journal of Childhood Education 7, no. 1 (2017): 13. http://dx.doi.org/10.4102/sajce.v7i1.435.
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<span>Research confirms that the quality of instruction learners experience day-to-day matters for learner achievement more than any other school-based factor. Yet teachers beginning their careers across a range of contexts routinely report that they are unprepared to enact high-quality instruction on day one. Thus, the quality and content of pre-service teacher preparation programmes features prominently in learner success. Research reveals that purposeful coordination between teacher preparation programmes and the school districts with which they partner, tightly aligned curricula and field experiences, and extensive clinical practice can improve teacher preparedness (Darling-Hammond &amp; Bransford 2007). The purpose of this article was to conduct a survey among selected universities offering Bachelor of Education (BEd) foundation phase programmes, to determine the role of work-integrated learning (WIL) in facilitating the preparedness of pre-service teachers to teach reading literacy. The results indicate that there is an urgent need to focus on the following aspects as they relate to WIL and its integration with reading literacy-specific content: the purpose of WIL as it relates to reading literacy; the degree of integration between coursework, specifically reading literacy and practice-based experiences (i.e. practice teaching); the relationship and partnerships between university lecturers and teachers and district officials; and the training of teachers to support the pre-service teachers.</span>
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Dr. Shazia Kanwal, Dr. Hafiz Inam, and Dr. Farooq Nawaz Khan. "Impact of Gender on Emotional Intelligence of University Teachers in Peshawar, Khyber Pakhtunkhwa." Research Journal of Social Sciences and Economics Review (RJSSER) 1, no. 4 (2020): 289–300. http://dx.doi.org/10.36902/rjsser-vol1-iss4-2020(289-300).
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There are some stereotypical roles, characteristics, and traits associated with different genders. All genders are being linked with certain emotional states. In the context of the Pakistani scenario which is considered as a patriarchal society, the male gender is regarded as a dominant being and has certain traits like strength, confidence, decision making, and power connected with this gender. Conventionally, the female gender is considered to be very emotional, sensitive, lack confidence and decision making skills. The present study focuses on to find out the existing ground realities, if these gender connected traits have any kind of effect on their performance and effectiveness at workplaces. The proposed research purpose is to investigate the effect of gender on teacher's emotional intelligence at higher educational institutions of district Peshawar. The researcher selected three public universities of Peshawar, Khyber Pakhtunkhwa using cluster sampling technique and using stratified sampling technique SRMEI was administered proportionally to the selected university teachers (female= 59, male= 106) to assess their emotional intelligence. SRMEI comprises three subscales: emotional self-awareness, emotional self-regulation, and interpersonal relationship. Data was analyzed on SPSS version 20 software. The researcher applied a T-Test to investigate the effect of gender on the EI skills of teachers. The study discovered a fact that teachers' (female gender) mean score (M= 3.71, SD= .212) was significantly higher than that of male (M= 2.38, SD=.455) on a factor only i.e. interpersonal skills. While both gender groups display similar results on the remaining two facets of Emotional Intelligence (EI) was concerned.
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Steiner, Amanda, Julie Bell, and Christina Wilcoxen. "Third Space Creates Collaborative Environments to Develop Pre-service Teachers." Metropolitan Universities 33, no. 1 (2021): 68–84. http://dx.doi.org/10.18060/24927.
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In the fall of 2012, 11% (n=157) of clinical practice (i.e. student teaching) candidates at a metropolitan university were in jeopardy of not passing clinical practice. Public schools in the area began to voice their concerns, and placements of candidates became a challenge. As a result, the university re-envisioned the program, utilizing third space to facilitate discourse between local school districts and university faculty. The development of third space was based on program data, which led to the following shifts in the program: scaffolded coursework with increased time in the field; instructional coaching prior to clinical practice; and a system for collecting feedback to sustain partnerships. Collaboration between P-12 schools and the university was essential in preparing candidates to connect theory and apply it in practice. By spring 2016, the initiatives implemented led to a 12% decrease of candidates in jeopardy of not passing clinical practice. As the teacher preparation program continues to grow, one of the biggest challenges is continuing to build and sustain new partnerships. The authors provide a framework for how programs could adapt some of these initiatives to develop and sustain university and school partnerships.
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Suryaman, Suryaman, and Herri Mulyono. "Design and Use of a Mobile Application to Prevent Teachers’ Absenteeism in a Higher Education Setting." International Journal of Interactive Mobile Technologies (iJIM) 13, no. 08 (2019): 4. http://dx.doi.org/10.3991/ijim.v13i08.10270.
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In this paper, we present a digital application developed to prevent teachers’ absenteeism in a private university in Indonesia. In particular, we evaluated the development and the application of an Android-based attendance management system (AAMS) to monitor teachers’ attendance and their teaching activity at a private university in the capital city of Jakarta, Indonesia. Adopting a design-based research approach, we observed the development procedure and interviewed three end-users of the application, i.e. teachers. The findings of the study revealed the potential use of AAMS as a digital tool to prevent absenteeism among university teachers. The three main challenges were highlighted during the application of AAMS, including the processing time duration and system error, the reporting and analytics issues, and the input manipulation. Furthermore, a recommendation is offered on the basis of the findings.
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Monika Grabowska. "OCENIANIE KOMPETENCJI STUDENTÓW – PRZYSZŁYCH NAUCZYCIELI JĘZYKA OBCEGO PRZEZ NAUCZYCIELI – OPIEKUNÓW PRAKTYK, NA PRZYKŁADZIE JĘZYKA FRANCUSKIEGO." Neofilolog, no. 53/2 (December 30, 2019): 195–211. http://dx.doi.org/10.14746/n.2019.53.2.4.
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The aim of this paper is to analyse how French teachers evaluate the didactic skills of students of the Institute of Romance Studies after their three-week teaching practice in a Polish middle or high school. We will be interested primarily in the descriptive evaluation written by the supervising school teachers, which affords an overview of the key competences of foreign language teachers in their own opinion (i.e. their personal theory of teaching) as well as of the terminology used to describe them and reflecting modern or more traditional conceptions of teaching. Our analysis will be carried out with reference to the competences highlighted in a self-evaluation tool, the European Portfolio for Students Teachers of Languages. Conclusions are drawn regarding not only the need to strengthen cooperation between the university and the school teachers to instil a reflective attitude, but also to strengthen the correlation between the tutors’ evaluation and the self-evaluation of thetrainees – not only to develop their autonomy, but also for formative assessment of both the student and the teacher.
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Thakur, Arun Kumar. "Total Management: A Case Of Tribhuvan University." Tribhuvan University Journal 29, no. 1 (2019): 1–8. http://dx.doi.org/10.3126/tuj.v29i1.25665.
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Total management refers to managing all elements/components and resources of the organization through analyzing the environmental situations and carrying out SWOT analysis so that the system of smooth operation can be ensured to accomplish the organizational goals. This article has analyzed the problems of T.U. under three components (i.e. teachers, staffs and students) with reference to the allocated resources (i.e. human, financial, physical and informational). Three major problems were identified separately through factor analysis which covers more than80% of the problems related to each component and resources. The study shows that there are three major causes of all the problems in T.U. They are: Firstly, the appointment of executives, teachers and staffs is not done on the basis of senerioty and quality and placement of right kind of manpower are not made on the basis of the requirement of the job to be per formed in efficient and effective manner. The second major cause is lack of commitment of employees towards their job (i.e. lack of dedication, devotion, determination and discipline). The third major cause is the dissatisfaction of employee in terms of salary, incentives, reward, and punishment.
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Alić, Amel, Haris Cerić, and Sedin Habibović. "Evaluations of Students and Teachers on Quality of Teaching Process Regarding Working Styles." European Journal of Social Sciences Education and Research 10, no. 2 (2017): 94. http://dx.doi.org/10.26417/ejser.v10i2.p94-100.
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Within our research, we have focused on the quality of interpersonal relations at the high education institutions, i.e. we have been interested in inter-perception among teachers and students at some faculties in Bosnia and Herzegovina. We especially were eager to find out whether some differences could be found in preferring different working styles both teachers and students at various faculties and study departments. Using quantative methods, checking up the influence of variables related to working styles that have impact upon the general evaluation of teaching process quality and interpersonal relations teachers-students, we have conducted within the aimed sample of students and teachers of the University of Sarajevo and the University in Zenica, consisting of 309 examinees.
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Alimyar, Zabihullah. "Attitudes and Motivation of Afghan Students toward Learning English." Journal of English Education 5, no. 1 (2020): 19–33. http://dx.doi.org/10.31327/jee.v5i1.1172.
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AbstractThis study investigated Afghan students’ attitudes and motivation toward learning English at six different universities in Afghanistan. Several factors were believed to influence their success in learning English (i.e., motivation types as a major factor together with variables, such as gender, grades, fields of study, parental/teacher involvement, language learning anxiety and academic achievement). In searching for a reliable attitudinal profile of the subjects, quantitative research methodology was adopted along with mixed research techniques. The data was collected from 457 university students (273 male and 184 female) and 12 university EFL teachers through questionnaires and interviews. The findings showed that most of the Afghan university students held a positive attitude toward learning English and they were highly influenced by three types of motivation (i.e., instrumental, integrative, and intrinsic). Significant differences were found in the attitudes of students in terms of their fields of study, grades, and language learning anxiety. Interestingly, the findings also showed that some students were demotivated to learn EFL due to the propagation that English will no longer widely be used if NATO and US forces leave Afghanistan. It is suggested that EFL teachers should adopt motivational strategies in their classes to develop students’ positive attitudes and enhance their motivation toward learning EFL.
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CHRZANOWSKA, IWONA. "Inclusive education in the opinion of the teachers from special pre-schools, regarding the chances of success of the inclusive actions towards particular groups of students, education participants, and teachers’ seniority." Interdyscyplinarne Konteksty Pedagogiki Specjalnej, no. 25 (June 15, 2019): 127–49. http://dx.doi.org/10.14746/ikps.2019.25.06.
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Iwona Chrzanowska, Inclusive education in the opinion of the teachers from special pre-schools, regarding the chances of success of the inclusive actions towards particular groups of students, education participants, and teachers’ seniority. Interdisciplinary Contexts of Special Pedagogy, no. 25, Poznań 2019. Pp. 127-149. Adam Mickiewicz University Press. ISSN 2300-391X. DOI: https://doi.org/10.14746/ikps.2019.25.06
 Within the context of the implementation of the inclusive education model, it seems important to learn the opinions of the teachers, particularly those teachers that are experienced in working with a child/student with a disability, regarding the chances of success of inclusive actions, both in the context of the type, and the level of severity of the developmental disorder, the hazard of the developmental disorder, as well as, regarding the remaining participants of inclusive education, i.e. students without or with special educational needs, however, displaying certain aptitudes. The text focuses on the teacher from the pre-school level of education, as well as, refers to the determination of their attitudes towards the realisation of the model ofinclusive education, as related to their seniority.
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Sonia Mahakur, Rajashree Baral, and Venkateswar Meher. "Perception of Teachers and Students towards the Implementation of Choice Based Credit System at Undergraduate Level." Issues and Ideas in Education 7, no. 1 (2019): 1–11. http://dx.doi.org/10.15415/iie.2019.71001.
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The present study examines the perception of teachers and students of undergraduate colleges towards the implementation of Choice Based Credit System (CBCS) by investigating the significance of difference in the perception of teachers in relation to stream and students in relation to sex, streams and types of colleges. For this purpose near about 60 teachers and 120 students were selected through random sampling from 4 undergraduate colleges of Bargarh district affiliated to Sambalpur University, Odisha. The descriptive survey method was used by the researchers. The data were collected through five point perception scale developed by the researchers for teachers and students separately. For the analysis of the obtained data test was used. The result indicated that arts, science and commerce teachers did not differ significantly in their perception towards implementation of CBCS at undergraduate level. The science students differed significantly from the commerce and arts students in their perception towards the implementation of CBCS at undergraduate level. But arts and commerce students did not differ significantly in their perception. There was no significant difference in the perception of male and female students. The students of Government College differed significantly from the students of private college and government aided colleges in their perception towards the implementation of CBCS at under graduate level.
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Oshagbemi, Titus. "The Impact of Age on the Job Satisfaction of University Teachers." Research in Education 59, no. 1 (1998): 95–108. http://dx.doi.org/10.1177/003452379805900110.
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The impact of age on the job satisfaction of university teachers A general trend in today's organisations is that they are staffed with older workers. One interesting question, therefore, is whether older workers are more satisfied with their jobs when compared with younger employees? The objective of this study was to investigate the effects of age on the job satisfaction of UK academics. A questionnaire including several demographic questions such as age, gender and rank was administered to 1, 102 university teachers. A total of 554 responses were received, giving a response rate of 50.3 per cent. Using frequency analysis, the overall job satisfaction score of the academics was found to be positively related to their age. A three-way analysis of variance confirmed the hypothesis that age is linearly related to the overall measure of their job satisfaction. Further analyses showed that the age of the academics is significantly related to their satisfaction with teaching, research, and administration and management, i.e. the core aspects of their job. The nature of the relationship is explored. It was observed that the construct developed for ascertaining an overall measure of job satisfaction was more rigorous than the popular Job Descriptive Index.
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Nosheen Swar, Dr. Samina Malik, and Dr. N. B. Jumani. "Impact of University Climate on Teachers’ Morale in Public Sector Universities in Pakistan." Research Journal of Social Sciences and Economics Review (RJSSER) 2, no. 1 (2021): 51–59. http://dx.doi.org/10.36902/rjsser-vol2-iss1-2021(51-59).
Full textAbstract:
An institution that works for individuals or is fretful with fulfilling the requirements of students may have a climate where the teachers sense an assured egotism and self-importance, have their place in that organization. Various factors are involved to get the highest competence and output from the teachers i.e. service safety, positive institutional climate, and good income. The self-confidence of professors and a positive university climate play an important role to give the students a quality education. This study identified the university atmosphere and examined the influence of the university environment on the confidence of professors. A mixed-methods approach was used to perform the study. The initial seven plus ten declarations on the tool signify the exposed environment, and the preceding seven plus ten avowals represent the confined environment. A self-developed morale scale and face-to-face meetings were steered for data collection. The population of the study was 4210 teachers and 350 heads of departments in Punjab province. The sample was 35 leaders, 255 male and 171 female teachers from public sector universities in Punjab, using proportional, and stratified random sampling techniques. Tested the readability test of the revisions with participants, the null hypotheses were tested. Both data were analyzed with quantitative and qualitative analytical tools that followed the content analysis technique. The results showed that most public sector universities in Pakistan have an open climate like a closed university climate. However, it was found that noteworthy variance existed in the ethical level of teachers working in open and closed atmospheres.
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Rott, David. "Education for the Gifted and Talented: Student teachers reflecting about autonomy, control, and pedagogical diagnostics in a self-designed workshop program for gifted schoolchildren." Journal of the European Honors Council 3, no. 2 (2019): 1–9. http://dx.doi.org/10.31378/jehc.97.
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In German schools, gifted education becomes more and more relevant, but it is still rare
 in universities. University students in teacher education especially have only few opportunities to develop their talents in special programs like honors programs. This paper presents the results of a project in which student teachers designed three workshops on the basis of their own interests and strengths and planned these with school teachers.
 To begin with, an overview over the honors programs in Germany is presented. The control and development of pedagogical diagnostics are discussed by a focus group from the perspective of the trainee teachers who developed the workshops for gifted gymnasium (i.e. grammar school) students, including their reflection of the degree of autonomy they experienced. The evaluation data were analyzed by the method of qualitative text analysis (Kuckartz, 2016) with a focus on the categories ‘autonomy and control’ and ‘pedagogical diagnostics.’ The central topic is the experience of competence in these fields.
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Shcherbakova, Aleksandra E., Marina A. Popova, and Viktoriya V. Chistova. "Functional State of the Central Nervous System and Physiological Response to Stress in Teachers with Symptoms of Emotional Burnout (Exemplified by Pedagogical University Teachers)." Journal of Medical and Biological Research, no. 4 (November 15, 2020): 419–26. http://dx.doi.org/10.37482/2687-1491-z035.
Full textAbstract:
Currently, the problem of stress in the workplace has become particularly relevant and is an important area of research in the field of medicine, psychology and related sciences. The teaching profession makes significant demands on the teacher’s personal and psychological qualities, which often leads to chronic stress. The research involved 82 teachers of Surgut State Pedagogical University; the mean age of the subjects was 44.12 ± 3.74 and 43.21 ± 2.51 years for women and men, respectively. To diagnose emotional burnout, we used the Maslach Burnout Inventory (MBI) (adapted by N.E. Vodopyanova). All the teachers were divided into two groups depending on the presence or absence of the symptoms of emotional burnout. The functional state of the central nervous system (CNS) was assessed using simple visual-motor reaction, i.e. we analysed the speed of sensorimotor reaction, the system’s functional level, reaction stability, the level of functional abilities, and attention stability (by Whipple’s accuracy index). Physiological response to stress was determined with the help of J. Greenberg’s questionnaire “Physiological Response to Stress”. The entire psychological and psychophysiological diagnostics was carried out using the NS-PsychoTest computer complex. The results of the study showed that the functional state of the CNS in female teachers without symptoms of emotional burnout is significantly lower than that in men of the same group. Male teachers having symptoms of emotional burnout demonstrate a statistically significant decrease in all indicators of the functional state of the CNS compared to the asymptomatic men. The obtained results indicate the need to implement preventive measures in higher education institutions aimed at minimizing the risk of burnout in teachers as well as setting timely diagnosis and, if necessary, selecting adequate treatment methods.