Relevant bibliographies by topics / University teachers

Contents

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

Academic literature on the topic 'University teachers'

Author: Grafiati
Published: 4 June 2021
Last updated: 15 June 2025

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Journal articles on the topic "University teachers"

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Ptashko, Tatyana Genad`evna, Elena Gennadyevna Chernikova, Artem Evgenyevich Perebeynos, Nadezhda Valeryevna Sivrikova, and Nadezhda Anatolyevna Sokolova. "Relationship between the assessment of the formation of conflict resolution compo-nent in the teacher's image and the desire to enter the teaching profession." Science for Education Today 11, no. 2 (2021): 32–54. http://dx.doi.org/10.15293/2658-6762.2102.02.

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Introduction. The article attempts to study the correlation between the desire to enter the teaching profession and the formation of the conflict resolution component in the teacher’s image. The purpose of the article is to identify and describe the relationship between the assessment of the formation of the conflict resolution component in the teacher’s image and the desire to pursue a career in education. Materials and Methods. The study is based on the systematic approach and uses theoretical and empirical research methods. To collect primary empirical data, a survey of undergraduates doing their degrees in education was conducted. The study involved 152 undergraduate students (Years 2-5). For the mathematical processing of the research data, the H - Kruskal Wallace test and factor analysis were used Results. The factor analysis revealed two factors within the structure of the conflict resolution component of the teacher’s image. Its content differs when students assess school teachers, university teachers and themselves. According to students’ perceptions, the structure of conflict resolution component of the school teacher’s image and of the image of the university teacher coincide to a great extent. On the other hand, the structure of conflict resolution component of future teachers’ ‘self-image’ differs. ‘Refusing violence’ in the second factor is associated with ‘following rules’ for students, and with ‘personal choice’ for university teachers and school teachers. The research findings indicate that students with different degrees of professional motivation have different perceptions of the formation of conflict resolution component within professional images of university teachers, school teachers and themselves. When assessing school teachers and university teachers, significant differences were found according to the ‘internal stability’ criterion. ‘Doubting students’ rated university teachers lower according to this criterion, on the other hand, ‘students who do not want to enter the teaching profession’ rated this criterion low both among school teachers and university teachers. Conclusions. The study reveals the correlation between the assessment of conflict resolution component of the teacher's image and motivation for entering the teaching career. The article concludes that the desire to pursue a career in education is associated with such components of the teacher's image as ‘positive goals’, ‘equal communication’ and ‘personal choice’. Low self-evaluation of students’ conflict resolution component of the teacher's image negatively affects the motivation for teaching career in the future.
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Hativa, Nira, Rachel Barak, and Etty Simhi. "Exemplary University Teachers." Journal of Higher Education 72, no. 6 (2001): 699–729. http://dx.doi.org/10.1080/00221546.2001.11777122.

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Zviaholska, I. M., T. V. Derevianko, and V. P. Polianska. "UNIVERSITY DEUCATOR AS SUBJECT OF UNIVERSITY MISSION: SOME ASPECTS." Актуальні проблеми сучасної медицини: Вісник Української медичної стоматологічної академії 23, no. 2.2 (2023): 78–84. http://dx.doi.org/10.31718/2077-1096.23.2.2.78.

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The article is devoted to the investigation of the crucial role of higher education teachers in fulfilling the mission of the university. Through the prism of the educational paradigm of the 21st century from the scientific and methodical positions, by applying the methods of analysis and generalizations, the importance of the professional activity of teachers in the modernized educational space of a university department and a university as a whole has been analyzed. The article also identifies ways to enhance the teacher's professional competence by integrating subject-technological, psychological-pedagogical, and general cultural components.
 The paradigm shift from a traditional "teacher" to a modern "teacher-architect" or "teacher-creator" allows teachers to establish partnership relations among all participants of the educational process and achieve the multi-directional goals and tasks of modern universities. The authors provide examples from the Department of Microbiology, Virology, and Immunology at Poltava State Medical University to illustrate how innovative pedagogical technologies enhance the quality of partnership cooperation and promote the formation of students' key competencies, leading to the development of their professional and personal characteristics. The article concludes that the effective preparation of new generation teachers for universities, particularly in the medical field, requires multifaceted professional and competency-oriented activity. The article's relevance to the declared topic is evident in its positive contribution to the formation of new generation teachers and the achievement of the mission of universities.
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Morrill, Robert W., Joseph P. Enedy, and Steven K. Pontius. "Teachers and University Faculty Cooperating to Improve Teacher Preparation." Journal of Geography 94, no. 5 (1995): 538–42. http://dx.doi.org/10.1080/00221349508979362.

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Gibbs, Graham, and David Baume. "Editorial Preparing university teachers." International Journal for Academic Development 1, no. 2 (1996): 4–7. http://dx.doi.org/10.1080/1360144960010201.

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Blackwell, Richard, and Monica McLean. "Mentoring new university teachers." International Journal for Academic Development 1, no. 2 (1996): 80–85. http://dx.doi.org/10.1080/1360144960010211.

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เทพหัสดิน, วัลลภา. "มหาวิทยาลัยครูชานสี (SHAANXI TEACHERS UNIVERSITY)". Journal of Education Studies 24, № 1 (1995): 31–40. http://dx.doi.org/10.58837/chula.educu.24.1.4.

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Wangid, Muhammad Nur, Ali Mustadi, and Siti Eshah binti Mokshien. "THE EXPLORATION OF TEACHERS’ EFFICACY IN TEACHING: COMPARATIVE STUDY IN INDONESIA AND MALAYSIA." Jurnal Cakrawala Pendidikan 39, no. 2 (2020): 257–68. http://dx.doi.org/10.21831/cp.v39i2.30012.

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Teacher’s self-efficacy can be varied according to experience gained, experience obtained from other people, social influences, and also physical and psychological welfare. In the context of teacher’s efficacy in Indonesia and Malaysia, those are certain become different because it undergoes differently. The aim of the research is to convey the difference between teachers in Malaysia and Indonesia from the perspective of a teacher's efficacy in teaching. This research is a comparative study. The research subjects were elementary school teachers who were continuing their studies in post graduate programs at Yogyakarta State University and Sultan Idris University of Education. They are given a scale of teacher efficacy in teaching consisting of three sub-scale that is teacher’s efficacy in involving students in learning, executing learning process, and class management. Research result shows that actually, in general, there are no significant differences in teacher efficacy in teaching between teachers in Malaysia and Indonesia. However, if differences are seen from each factor, it appears that there are differences in the efficacy of teachers in involving students in learning, while the efficacy in instructional learning strategies, and efficacy in classroom management, there are still no significant differences.
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Nikulina, I. V. "PROFESSIONAL BURNOUT OF UNIVERSITY TEACHERS." Izvestiya of the Samara Science Centre of the Russian Academy of Sciences. Social, Humanitarian, Medicobiological Sciences 25, no. 90 (2023): 32–37. http://dx.doi.org/10.37313/2413-9645-2023-25-90-32-37.

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The article actualizes the problem of professional burnout of a university teacher, due to the need to preserve and maintain professional health and professional longevity. In addition to the fact that the professional burnout syndrome negatively affects the health of the teacher, it also negatively affects the effectiveness and productivity of professional activity and, accordingly, the quality of professional training of students. The paper analyzes the concepts of "burnout of personality", "professional" and "emotional" burnout, presents approaches to the study of the mechanism of burnout, describes the phases and stages of burnout. The manifestations of symptoms of emotional exhaustion, depersonalization, reduction of professional achievements among university teachers are considered. Based on the theoretical analysis of the literature, the stress risk factors of the teacher's professional health are described. The results of studies of the relationship between the official status, work experience and the severity of symptoms of emotional burnout, between the ethical leadership of the head of an educational organization and the emotional burnout of teachers are presented. The organizational working conditions of a university teacher, which are a prerequisite for professional burnout, are determined. The differences in the severity of symptoms of professional burnout among teachers of humanities and natural sciences are given. The results of the study of the formation of phases and symptoms of emotional burnout in female teachers of different ages are analyzed.
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Haamer, Anu, Liina Lepp, and Elina Reva. "The dynamics of professional identity of university teachers: reflecting on the ideal university teacher." Studies for the Learning Society 2, no. 2-3 (2012): 110–20. http://dx.doi.org/10.2478/v10240-012-0010-5.

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The dynamics of professional identity of university teachers: reflecting on the ideal university teacher Current paper investigates development of professional identity of university teachers, observed through reflective exercises which enabled participants' to focus on their perception of the ideal university teacher. Images of the ideal university teacher were studied from two aspects: first - before the participants started teaching, and second - after they had been teaching for some time. This paper focused on how images of the ideal university teacher have changed over time, and discussed the reasons that brought about changes. There is a tendency that ideals are adapted in accordance with teaching experience. Ideals are regarded as unstable phenomena, influenced by the surrounding environment. Current paper made use of a qualitative design of reflective writing exercises and focus group interviews. The sample comprised an aggregate of 42 participants, university teachers and PhD students, and 4 focus groups. Interviews were analyzed using qualitative content analysis. The study shows that after some teaching experience, didactic knowledge and communicative skills come to the forefront of the ideal university teacher identity. The study opens the way for further and deeper discussion of images of an ideal university teacher.
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Dissertations / Theses on the topic "University teachers"

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Anchulee, Suwandee McCarthy John R. "Students' perceptions of university instructors' effective teaching characteristics in the faculty of science, Mahidol University." Normal, Ill. Illinois State University, 1994. http://wwwlib.umi.com/cr/ilstu/fullcit?p9521342.

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Thesis (Ph. D.)--Illinois State University, 1994.<br>Title from title page screen, viewed April 13, 2006. Dissertation Committee: John R. McCarthy (chair), Ronald S. Halinski, Larry D. Kennedy, David L. Tucker. Includes bibliographical references (leaves 85-89) and abstract. Also available in print.
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Sun, Xiaocheih. "Behavioral Differences in the Classroom: U.S. University Teachers and Chinese University Teachers." PDXScholar, 1995. https://pdxscholar.library.pdx.edu/open_access_etds/4921.

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Although intercultural scholars examine the differences in cultural values, beliefs, and attitudes between the U.S. and China, few specifically have studied cultural differences between U.S. and Chinese university classrooms. This study examines behavioral differences exhibited by U.S. teachers in U.S. university classrooms and Chinese teachers in Chinese university classrooms. This research addresses three areas of significance. First, Chinese students studying in the U.S. who read this thesis may be better able to cope with the U.S. educational system and communicate more effectively with both U.S. students and teachers. Second, this research may help U.S. university teachers to better understand the Chinese culture and Chinese students. Third, this research may increase U.S. teachers' awareness of and sensitivity to the increasingly multicultural classroom environment in the U.S. Three male university teachers in the U.S. and three male university teachers in China were observed and videotaped in this study. The data analysis was guided by categories establish by Gudykunst (1988), Hofstede (1986), and Lieberman (1993) as behavioral indicators of cultural styles. Several interesting findings occurred among overall descriptive observation and qualitative accounts of observations. First, a powerful trend of behavioral differences exhibited in the classroom by U.S. university teachers and Chinese university teachers was found. The findings in this search strongly support findings by Gudykunst (1988), Hofstede (1986), and Lieberman (1993) that U.S. university teachers exhibited far more individualist/direct communication styles and small power distance/personal communication styles than Chinese teachers, while Chinese teachers exhibited more collectivist/indirect communication styles and large power distance/contextual communication styles than U.S. teachers. Second, the results of this research provide valuable insights for both U.S. university teachers and Chinese university teachers; that is, culture reflects teachers' and students' values, assumptions, and behaviors. U.S. culture reflects values, assumptions, and behaviors, such as individualism, direct communication styles, small power distance, and personal communication styles. However, Chinese culture reflects collectivism, indirect communication styles, large power distance, and contextual communication styles.
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Harris, Scott Phillip. "Teacher Retention and Recruitment: Perceptions of Principles, Teachers, and University Students." BYU ScholarsArchive, 2020. https://scholarsarchive.byu.edu/etd/8948.

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This study identifies differences in perceptions between three stakeholder groups - principals, K-12 teachers, and parents - regarding the effect of workplace conditions on teacher attrition. An electronic questionnaire was sent to 15 of Utah's 41 school districts. Sampling efforts yielded completed surveys from 93 principals, 2003 teachers and 495 parents. All three groups agreed that workplace conditions are important, but the greatest disagreements occurred in perceptions of (a) teacher involvement in decision-making, (b) protection of teacher preparation time, (c) administration's management of student discipline, (d) adequacy of resource availability, (e) the degree to which a trusting and supportive school environment existed within the school, and (f) whether teachers' expectations were reasonable. Overall, principals believed that work conditions are relatively good for teachers, while many teachers disagreed with these perceptions. The study also examined factors that influence science, technology, engineering and math (STEM) university students' willingness to consider teaching as a career. A total of 4,743 university students majoring in STEM fields from Brigham Young University completed the survey (31%) and although very few of these students initially consider this profession, we identified four factors using predictive modeling that are strongly associated with these students' willingness to consider teaching and their belief that teaching might be their best career option. Results indicated that STEM university students were more likely to consider teaching when they believed teaching is something they would be good at, others encouraged them to be a teacher, when family encourages them to teach, and when teachers they know inspire them. Results from this study indicate that small salary bonuses would likely not entice students in STEM subjects to become teachers. Less impactful factors included gender and individual beliefs about the respectability of the profession. Additionally, this study found these students less likely to consider work conditions for teachers when making career choices. This study concludes with several implications that can inform and possibly improve the recruitment and leadership preparation programs at Institutes of Higher Education.
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Gallo, Elena. "University language teachers as autonomous learners." Diss., Ludwig-Maximilians-Universität München, 2012. http://nbn-resolving.de/urn:nbn:de:bvb:19-176884.

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The present empirical study investigates how university language teachers approach their own professional development (PD) and which forms their development can take. Research into teacher professional development largely tends to concentrate on school teachers, whereas in this study university language teachers are the focus of interest. Furthermore, the role of teachers’ personal contributions to their own professional learning is the main concern of the study rather than which features of teacher programmes might have a positive impact on teachers’ development. The way the teachers proceed in accomplishing their PD task has been documented through a Grounded Theory approach to data. Questionnaries and follow-up semi-structured qualitative interviews were used to explore the approaches of ten university language teachers. Two professional profiles were identified and were named the 'Learners' and the 'Developers' because they correspond to Vygotsky’s (1978) distinction between learning and development and because this best characterises the teachers' differences in this study. The characteristics of the two profiles centre around their awareness, the way they arrange their learning environment and their attitudinal orientation. The teachers with a “developer”-profile display a high capacity of ‘professional self’-revision, have a highly developed awareness of their own learning concerns and set long-term and demanding professional goals that require them to go beyond routines. They maintain a focused attention on their goals and on the various tasks to pursue them, and are attentive to their positive emotional well-being as teachers as well as to their cognitive needs. One critical result is that they adopt and develop appropriate strategies that lead them to their goals. As a consequence, they enter a cycle of change and ultimately achieve their affective goals. The teachers with a ‘learner’-profile on the contrary are less attentive to all the relevant dimensions involved in their own professional learning. Contrary to the ‘developer’-colleagues, they lack the strategies appropriate for them to realise their goals and to reduce the complexity of the teacher development task. Their personal contribution to their own development is limited, their learning environment is consequently more secure, but less challenging than for the previous profile, and requires less effort on their behalf. Overall, they do not seem to be completely in charge of their own learning and reproduced “traditional” learners’ behaviours. Their attitudes towards their own professional development did not accord with their lifelong learning goals. Their ‘professional self’ could be more intensively developed. The present study aims to complement the existing debate on language teachers’ professionalism and to add new insights on the dynamic way in which teachers make sense of their professional development. Based on the results, it is hoped that a contribution will be made to bridging the gap between research and practice by indicating how to augment existing reflective tools, such as teachers’ portfolios, designed to sustain reflection in language teachers and thus advance their professional development.
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Adams, George Edward. "Student perceptions of university faculty on the length of enrollment of university students." Diss., This resource online, 1992. http://scholar.lib.vt.edu/theses/available/etd-07282008-134549/.

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Hayes, Gloria. "The teacher shortage factors that influence the recruitment, retention, and attrition of teachers in selected Mississippi teacher shortage areas /." Diss., Mississippi State : Mississippi State University, 2008. http://library.msstate.edu/etd/show.asp?etd=etd-08132008-101558.

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Stevens, Andy Burriss. "The perceptions of teachers and administrators on teacher absenteeism and use of substitute teachers in a rural northeast Mississippi school district." Diss., Mississippi State : Mississippi State University, 2008. http://library.msstate.edu/etd/show.asp?etd=etd-03312008-143859.

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Harvey, Carolyn J. "Student achievement's relationship to teacher characteristics and teachers' perceptions of reading first literacy staff development /." Full text available from ProQuest UM Digital Dissertations, 2007. http://0-proquest.umi.com.umiss.lib.olemiss.edu/pqdweb?index=0&did=1801490561&SrchMode=1&sid=3&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1258649345&clientId=22256.

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Mills, Leon A. "Newfoundland teachers' perceptions of formative teacher evaluation : relationship to quality of evaluation, teacher commitment and professional involvement /." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape16/PQDD_0012/MQ36156.pdf.

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Kuok, Oi Mei. "Occupational stress of university teachers in China." Thesis, University of Macau, 1998. http://umaclib3.umac.mo/record=b1636732.

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Books on the topic "University teachers"

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Taylor, Torsello Carol, Ackerley Katherine, Castello Erik, and Università di Padova, eds. Corpora for university language teachers. Peter Lange, 2008.

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Ahlström, Karl-Georg. The University and teacher training. [s.n.], 1988.

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Universities, Association of Commonwealth, ed. Awards for university teachers and research workers. Association of Commonwealth Universities., 1991.

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Universities, Association of Commonwealth, ed. Awards for university teachers and research workers. Association of Commonwealth Universities., 1991.

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Association of Commonwealth University Academic Staff., ed. Awards for university teachers and research workers. Association of Commonwealth Universities, 1991.

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Universities, Association of Commonwealth, ed. Awards for university teachers and research workers. The Association of Commonwealth Universities., 1992.

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Nath, Janice L., Irma N. Guadarrama, and John Ramsy. Investigating university-school partnerships. Information Age Pub., 2011.

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National Endowment for the Humanities. Division of Research and Education Programs., ed. Fellowships and summer stipends: For university teachers, college teachers, and independent scholars. National Endowment for the Humanities, Division of Research and Education Programs, 1998.

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Kelly, A. K. An essay on the preparation of teachers. University of Regina, President's Office, 1989.

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Babu, A. Durvasa. Information generation and library use by university teachers. Gyan Pub. House, 1994.

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Book chapters on the topic "University teachers"

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Elfer, Charles J. "Becoming a University Supervisor." In Supervising Student Teachers. SensePublishers, 2012. http://dx.doi.org/10.1007/978-94-6209-095-8_1.

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Trigwell, Keith, and Michael Prosser. "Teachers’ Experiences of Teaching." In Exploring University Teaching and Learning. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-50830-2_3.

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Smith, Megan, and Joy Higgs. "Health Professionals Becoming University Teachers." In Educating Health Professionals. SensePublishers, 2013. http://dx.doi.org/10.1007/978-94-6209-353-9_2.

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Morze, Nataliia, and Oksana Buinytska. "Digital Competencies of University Teachers." In Universities in the Networked Society. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-05026-9_2.

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Cortazzi, Martin, Lixian Jin, and Wang Zhiru. "Cultivators, Cows and Computers: Chinese Learners’ Metaphors of Teachers." In Internationalising the University. Palgrave Macmillan UK, 2009. http://dx.doi.org/10.1057/9780230235007_7.

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Trabalíková, Jana, and Lucia Hrebeňárová. "University Teachers – Their Careers and Education." In Towards a Hybrid, Flexible and Socially Engaged Higher Education. Springer Nature Switzerland, 2024. http://dx.doi.org/10.1007/978-3-031-53022-7_40.

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Pedersen, Jens Myrup, and Mehmet Şükrü Kuran. "Moodle: Practical Advices for University Teachers." In Image Processing and Communications Challenges 9. Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-68720-9_21.

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Duwadi, Eak Prasad. "Digital Humanity for Nepali University Teachers." In Learning How to Learn Using Multimedia. Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-16-1784-3_11.

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Brevik, Lisbeth M. "Student teachers as co-researchers." In Transforming University-based Teacher Education through Innovation. Routledge, 2024. http://dx.doi.org/10.4324/9781032693798-10.

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Trigwell, Keith, and Michael Prosser. "Changing and Developing Teachers’ Approaches to Teaching." In Exploring University Teaching and Learning. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-50830-2_6.

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Conference papers on the topic "University teachers"

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Bjekić, Dragana, and Milica Stojković. "University Teachers’ Resilience." In 9th International Scientific Conference Technics and Informatics in Education. University of Kragujevac, Faculty of Technical Sciences Čačak, 2022. http://dx.doi.org/10.46793/tie22.462b.

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This research focuses on resilience and perceived stress as important components of university teachers’ well-being. Resilience is generally conceptualized as a process and an outcome of successfully adapting to difficult / challenging life experiences and perceived stress as individual feelings or thoughts about the level of stress a person is experiencing at a given time period. In the context of the teaching profession and the current pandemic circumstances, we investigated university teachers’ resilience and perceived stress. The Brief Resilience Scale and Perceived Stress Scale in digital format as Google Forms surveys are used in this study. The sample consisted of 100 university teaching staff (university teachers and university teaching assistants). The results show that the resilience of the university teaching staff is at a medium-high level. Perceived stress is low. The correlation between resilience and perceived stress of university teaching staff is negative and relatively high. University teaching assistants perceive more stressful situations and stress feelings than university teachers. There are no differences in resilience and perceived stress between university teaching staff from different educational and research fields. This study introduces new research topics and considerations in the contexts of teacher education and university activities aimed at enhancing university teaching staff resilience, stress management, and well-being
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Erdmanis, Rihards, and Ivans Jānis Mihailovs. "Teacher as a Subject of Law in Legal Education Relationship." In 80th International Scientific Conference of the University of Latvia. University of Latvia Press, 2022. http://dx.doi.org/10.22364/htqe.2022.22.

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In Latvia, the essential legal aspects of the teacher’s professional activity have been little studied. In short, the relevance of the research and practical nature is not negative. Taking into account several difficult cases in the practice of educational institutions, as well as some legal proceedings in which teachers, educators and parents were involved, it follows from discussions about how the work of teachers, its content, rights, duties, and responsibilities both before and the Covid-19 pandemic are relevant. Although in Latvia, the number of teachers in general education schools has decreased over the past five years, at the same time, these schools form the largest number of teachers, i. e. 21,573 teachers (2020). There were only 2,424 (Official statistics of Latvia, 2021), teachers in vocational education institutions in 2020, and 11,430 teachers in preschool education in the 2019/2020 academic year (Ministry of Education and Science, 2020). That is why general education teachers are the focus of this study. The teacher is both a participant in the pedagogical process and a participant in legal relations. This means that teachers are an important subject of law, who fulfil their rights and obligations. The teacher, together with other subjects of law – the parents of the student, the head of the educational institution, support staff, etc. – are responsible for the result of the educational process. The teacher is involved in professional activities both in the field of children’s rights and in the field of labour, in constitutional and administrative law. Therefore, it is important to know the main rights, duties and responsibilities of a teacher and proposals for improving Latvia’s regulation of Education law.
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Keiša, Patrīcija M., and Manuel J. Fernández González. "Teacher’s Role and Attitude During Socratic Conversations for Moral Education at High School." In 80th International Scientific Conference of the University of Latvia. University of Latvia Press, 2022. http://dx.doi.org/10.22364/htqe.2022.54.

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It is important to address moral education in the context of human freedom, authenticity, and self-inquiry. Following the developmental needs of adolescents and young adults, moral education at high school should provide a social environment to address authentic identity search and inquiry upon existential questions by facilitating reflection about students’ own life experiences together with peers. A conceptual model of Socratic conversation as a method for moral education in high school was elaborated by the authors. This research addresses the role and attitude of a teacher in the practical implementation of such model. To explore the opinions of educational actors, a Socratic conversation intervention (four high school students and a researcher-facilitator), expert interviews (a teacher and a youth psychotherapist) and focus group discussion (five young adults working with youth) were organized in spring 2022 in Latvia. The results point to the fact that, for leading Socratic conversations, teachers should act as facilitators who have a personal interest in the topic and method, and who simultaneously allow space for the students to form and express their own opinions before revealing the teacher’s own views in the discussion. This can be an even more demanding job than a traditional teacher’s role, requiring teachers to tolerate a higher degree of uncertainty. Thus, teachers need adequate support, which could include first experiencing a Socratic conversation as participants beforehand. This research provides a significant contribution for understanding teachers’ role during Socratic conversations with high school students, and points to ways of supporting teachers using this method to the benefit of both students and teachers.
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Barone, Inese. "Using Qridi Program to Promote the Cooperation Between Teachers and Parents." In 80th International Scientific Conference of the University of Latvia. University of Latvia Press, 2022. http://dx.doi.org/10.22364/htqe.2022.43.

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Successful cooperation and collaboration between teachers and school parents are essential for the development of students, their successful learning process, and academic achievements. This cooperation and collaboration between teachers and parents are essential to creating it successfully, setting responsibilities and rights for each educational partner. Important question- how to build this cooperation respectfully and engage students in this cooperation to reach academic success and educational objectives mentioned in educational documents. The Qridi education program, created in Finland, is a tool for promoting teacher cooperation with school parents that saves teachers’ time in communicating with their parents. The program is based on a teacher’s planned and supervised training process, through regular school evaluations, students’ self-assessments, and learning to observe the work of another classmate, which is also available to parents, and through continued training at home, parents can continue the school teaching process. The purpose of the study is to assess the Qridi program’s effectiveness in teacher collaboration with parents. Methods used for the study are literature analysis using the SALSA method as data analysis method, survey for teachers and survey for parents as data acquisition method, and data analysis with descriptive data analysis method. Analyzing survey data, it was clarified that teachers can significantly reduce the time spent on communication with parents without losing the quality of the communication, teachers, and parents are satisfied with using the Qridi program, that it is user-friendly, it was easy to start to work with it and that communication for both parties has improved.
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Petrulytė, Ala. "Social Emotional Health and Psychological Resilience in the Sample of Lithuanian School Teachers." In 80th International Scientific Conference of the University of Latvia. University of Latvia Press, 2022. http://dx.doi.org/10.22364/htqe.2022.28.

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Introduction. Teacher’s job is considered to be not attractive as it contains emotional strain and stress and schools in Lithuania face a shortage of teachers (TALIS, 2018; Merkys &amp; Balčiūnas, 2019). Research on the social emotional health and resilience of teachers is important, especially in the face of the challenges of the Covid-19 pandemic. Research on social emotional health and resilience of Lithuanian teachers was conducted as part of the ERASMUS+ project ‘Supporting teachers to face the challenge of distance teaching’ (2020-1-LV01-KA226-SCH-094599). Methodology. The aim of this research was to assess the social emotional health and resilience of secondary school teachers in post-pandemic times. 400 respondents from Lithuania participated in the research. The results are based on data from the ‘Social and emotional health survey for teachers’ (SEHS-T) (Furlong.&amp; Gajdasova, 2019) and the ‘Resilience scale’ (RS14) (Wagnild &amp; Young, 1993; Wagnild, 2016). Results. Teachers reported a sufficiently high level of overall indicator of Social and Emotional Health (SEHS-T) as well as its domains: Belief-in-Self, Emotional Competence, Engaged Living. The level of teacher Resilience reached a moderate level. Significantly high positive correlations were established between teacher resilience and the overall social emotional index (rs = .585, p = .000), as well as between the resilience and social emotional domains: Engaged Living (rs = .560*, p = .000), Emotional Competence (rs = .448*, p = .000) and Belief-in-Self (rs = .515**, p = .000). The research did not find statistically significant differences by age, sex, or work experience. Conclusions. The teachers demonstrated a rather high level of social emotional health, a moderate level of resilience, and weak Belief-in-Others. It is recommended that teachers’ resilience is strengthened through interventional activities such as stress coping strategies, emotional awareness, and peer support skills training during the Covid-19 pandemic times.
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Aboltina, Liga, and Ineta Helmane. "In-Service Teachers’ Education Field Preferences in their Final Papers." In 82nd International Scientific Conference of the University of Latvia. University of Latvia Press, 2024. http://dx.doi.org/10.22364/htqe.2024.04.

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Education is essential to keep up with the constantly developing world. The quality of education systems relies heavily on teachers. Teachers need training, resources and support to do their jobs effectively. It is crucial to train and recruit qualified teachers to ensure the success of the education system. In Latvia, the necessities for the professional development of teachers are determined by the Education Development Guidelines 2021–2027. The article analyses theoretical materials concerning the essence of in-service teacher training. Within the framework of in-service teacher training implemented in the Faculty of Education Sciences and Psychology at the University of Latvia, one of the main priorities of which is to promote the professional development of pre-school and primary school teachers, it was possible to analyse empirical data on teachers’ preferences in the context of in-service teacher training. The main findings reveal teachers’ need to engage in professional development and their preferences when choosing an educational field, including teaching and research. Empirical research can inform in-service teacher training practices and help develop programmes that better meet the needs of teachers in the classroom. In-service teacher training is crucial to enhance the education workforce’s professional development and to improve the quality and effectiveness of the education system.
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Neagu, Simona nicoleta. "THE MOTIVATIONAL FACTORS INVOLVED IN CHOOSING THE UNIVERSITY TEACHING CAREER." In eLSE 2021. ADL Romania, 2021. http://dx.doi.org/10.12753/2066-026x-21-126.

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The teachers training (including those who teach at tertiary level) occupy a "special" position among the activities carried out within universities. Nowadays, higher education of teachers is widespread, which was not the case twenty or thirty years ago. The university teachers training has progressed with the professionalization of the teaching career. Both aimed to increase the quality of education, not only due to the university teachers training, but also due to the change in the general approach to education. We mention that all teachers should have a higher professional qualification, which would give them recognition of the important role they have in society. Also, the recent reform of the teacher training system in Romania brings major changes in this regarding the didactic master's degree. By excellence, the teaching profession assumes the permanent formation and development of the teacher so that she / he can offer to the one it teaches a comprehensive perspective on the field she/ he teach. The teacher from any specialization thus engages in a training process that will develop his career periodically until the end of it. During the teaching career one of the most important aspects is maintaining the motivation for professional development within the teaching career. This paper aims to investigate the motivational factors involved in choosing a teaching career and to examine the availability of professional development in order to choose a teaching career by students at the University POLITEHNICA of Bucharest. The overall development of the personality of a well-motivated student with inclinations for the teaching profession will lead to efficient teaching, given that future teachers will work in an environment with increasingly high socio-professional requirements and needs.
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Alshaboul, Yousef Mohammad. "EFL Teachers’ Phonological Awareness Beliefs and Practices: Help or Prevent EFL Children Developing Reading." In Qatar University Annual Research Forum & Exhibition. Qatar University Press, 2020. http://dx.doi.org/10.29117/quarfe.2020.0262.

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Families, schools and stakeholders long for developing good readers (Ponitz &amp; Rimm-Kaufman, 2011) and would do all it takes to save young children from becoming illiterate or low achievers (Anthony &amp; Farncis, 2005; Share &amp; Stanovich, 1995; Snowling, 1998). Since the landmark study of Moats (1994), a flow of research has targeted teacher education advocating for teachers being competent in PA (Carlisle, Kelcey, Rowan, &amp; Phelps, 2011; Kennedy, 2013; Washburn et al., 2017). EFL teachers’ proficiency seems to contribute to the reading difficulties that early graders encounter. This paper investigates the knowledge, beliefs, practices and awareness in phonological awareness (PA) of twohundred and ten ramdonly selected EFL in-service teachers and then examines the impact of teachers’ experiences, qualifications, and gender on shaping teachers’ instruction. The researchers used a four-section survey to collect teachers’ demographic information, perceived and actual knowledge of phonological awareness and classroom practices related to PA, phonics, and syllabication. The results reported teachers as moderate level in the beliefs, practice and awareness of PA. In terms of teachers’ knowledge in PA, however, results showed teachers lacking the basics in teaching reading. This study adds to the body of literature and sheds light on the status quo of EFL in-service teachers’ competency and brings to the attention of every stakeholder the critical role EFL teachers play in helping EFL children become readers. Although the results point towards teachers as possible cause behind children’s low-literacy level, this study raises important questions for further investigations, and implications for EFL teacher education and preparation are highlighted.
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Alyafei, Alshaima Saleh. "Science Teachers’ Beliefs about Teaching and Learning Implementing Inquiery-based Learning - A Case in Qatar Government Primary Schools." In Qatar University Annual Research Forum & Exhibition. Qatar University Press, 2020. http://dx.doi.org/10.29117/quarfe.2020.0278.

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The current study investigates the beliefs held by science teachers on constructivism and a traditional approach in Qatar government primary schools. More specifically, it aims to investigate the challenges that science teachers experience during inquiry-based learning implementation. A web-based survey was conducted in order to collect data from grades 4 to 6 science teachers. A total of 112 science teachers responded and completed the survey on a voluntary basis. The results indicate that science teachers hold a higher beliefs in constructivism than traditional approach. A T-test and ANOVA analysis have showed that there is no significant differences between the beliefs of science teachers’ and their gender, level of education, and years of teaching experience. In addition, science teachers faced challenges in lesson planning, assessment, and teacher support.
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Linde, Inga, Edīte Sarva, and Linda Daniela. "Teachers’ Beliefs and Preferred Approaches to Address Self-Regulated Learning Development for Their Students." In 80th International Scientific Conference of the University of Latvia. University of Latvia Press, 2022. http://dx.doi.org/10.22364/htqe.2022.38.

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The term “self-regulated learning” (SRL) has been introduced in the system of education in Latvia comparatively recently with the introduction of the new competency-based curriculum in 2016, therefore, the aim of the study is to explore teachers’ understanding and beliefs of the concept of self-regulated learning. Consequently, three research questions were posed: how teachers evaluate their SRL skills, what teachers understand by “self-regulated learning” and what teachers’ most commonly offered activities for developing students’ self-regulated learning skills are. The study consisted of several successive stages where the initial stage was to identify teachers’ understanding of SRL, surveyed at the introductory part of a year-long in-service teacher training course aimed at enhancing teachers’ proficiency in developing self-regulated learning skills in their students. The answers of 119 in-service teachers of grades 7–12 from all over Latvia were analysed according to the key words used to explain the concept of SRL. The data were used for planning teacher training courses and offering the most appropriate activities for elaborating teachers’ competence in developing students’ SRL skills. This article summarises the first results of the study reflecting teachers’ understanding of SRL. Further research results will be published in the following articles. The second part of the research analyses teachers’ offered activities for developing SRL skills at the online teacher experience exchange event attended by 344 teachers and reflects the results of the survey on teachers’ most commonly used activities for introducing self-regulated learning in the teaching process offered by 143 teacher professional development event attendees.
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Reports on the topic "University teachers"

1

Sun, Xiaocheih. Behavioral Differences in the Classroom: U.S. University Teachers and Chinese University Teachers. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.6797.

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Pookulangara, Sanjukta, and Arlesa Shephard. Technology Vs. Teachers: Student use of university digital collections and role of Teachers. Iowa State University, Digital Repository, 2017. http://dx.doi.org/10.31274/itaa_proceedings-180814-1841.

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SHESTAKOVA, L. G. TRAINING OF UNIVERSITY TEACHERS TO FORM CRITICAL THINKING IN STUDENTS. Science and Innovation Center Publishing House, 2021. http://dx.doi.org/10.12731/2658-4034-2021-12-1-2-154-160.

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The task of forming critical thinking among university students is urgent. The article highlights the content, evaluation means; methods of teaching teachers to form students’ critical thinking. Form of training: scientific and methodological seminar.
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Gupta, Monica. Impact of Self-Development on Developing Teachers. Indian Institute for Human Settlements, 2023. http://dx.doi.org/10.24943/tesf2007.2024.

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"This report shares the findings of a project seeking to document the diversity of formats, locales and processes involved in the implementation of the Self-Development curriculum across the eight colleges of Delhi University offering the BElEd programme. It also critically examines the influence of engaging with the Self Development Workshops (SDW) and the course on Human Relations and Communication (HRC) on the “agency” in the personal, professional and social lives of BElEd alumni and pre-service students from these eight colleges. The report further seeks to explore if reflective thinking and conscious development in SDW and HRC enable students in resisting regressive practices and in initiating democratic, equitable and collaborative practices in schools and personal life spaces."
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Strutynska, Oksana V., Grygoriy M. Torbin, Mariia A. Umryk, and Roman M. Vernydub. Digitalization of the educational process for the training of the pre-service teachers. [б. в.], 2021. http://dx.doi.org/10.31812/123456789/4437.

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According to the Development Concept of the Digital Economy and Society in Ukraine, the priority of this area is to develop a substantial national policy on digitalization of education, as this is the key part of the education reform in Ukraine. For this reason, universities should firstly take into account the particularities of teaching the current generation of students and the needs of the digital society as a whole. This paper considers the process of transition from informatization to digitalization in society, implementation of digital support for the educational process in the university, development of the digital educational environment for the training university teachers, and proposes the digital tools for such an environment. The authors propose several ways to improve the development level of digitalization of the educational environment in the university. This is to take into account the needs of the digital society and the modern generation of students, provide a high level of the digital literacy formation of university graduates and support the development of a new digital security system of the modern university. Aiming to design the digital educational environment for increasing the of educators’ digital literacy level, the authors propose to develop and implement the following computer, multimedia and computer-based learning tools and equipment, which includes blended and distance learning classes, cloud technologies, tools of virtual and augmented reality, tools for gamification of the educational process, educational robotics, tools for learning 3D technologies, MOOCs.
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Stanley-Wall, Nicola, and Joana Carneiro. Life of Bacteria over 200 degrees centigrade: Teachers' Guide. University of Dundee, 2022. http://dx.doi.org/10.20933/100001272.

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The “Life of bacteria over 200 degrees centigrade” video was created by the Public Engagement team at the University of Dundee’s School of Life Sciences, in collaboration with the Nicola-Stanley Wall Lab. This video follows a microbiologist performing an experiment in the laboratory and explains how scientists can study bacteria and biofilms. The video can be used by teachers to show their pupils how some microbial research is done in a professional laboratory environment. This guide helps teachers in this process.
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Lavadenz, Magaly, and Anaida Colón-Muñiz. The Latin@ Teacher Shortage: Learning from the Past to Inform the Future. Loyola Marymount University, 2017. http://dx.doi.org/10.15365/ceel.policy.5.

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This policy brief explores trends in U.S. K-12 Hispanic student enrollment vs. the Hispanic teacher workforce as a way to call attention to the bilingual teacher shortage. Successful examples of past efforts to increase the number of Latino and bilingual teachers are reviewed and the following policy recommendations are made: 1) expand investment in grow your own initiatives that recruit students in middle and high school students and emerging educational paraprofessionals into the bilingual teacher pipeline; 2) establish regional teacher preparation and professional learning centers and consortia; 3) offer financial supports; and 4) enhance university-based credentialing routes, internship and residency programs.
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Ahmed, Badrun Nessa, and Rizwana Islam. TEACHING AND LEARNING EXPERIENCE AT THE NATIONAL UNIVERSITY AFFILIATED TERTIARY COLLEGES IN BANGLADESH. Bangladesh Institute of Development Studies, 2024. http://dx.doi.org/10.57138/axvn7639.

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The Government of Bangladesh is currently implementing the College Education Development Project (CEDP) to improve participating colleges' teaching and learning environment and strengthen the strategic planning and management capacity of National University (NU) affiliated tertiary colleges in Bangladesh. The focus of CEDP is to improve the capacity of the National University College system to plan, manage, implement, and monitor institutional programs, as well as strengthen the foundation for the next phase of development activities. CEDP promotes institution-led activities that focus on creating quality teaching-learning environments in government and non-government colleges through the availability of competitive grants. The achievement of the College Education Development Project (CEDP) is the satisfaction level of students, teachers, and employers in terms of the quality and relevance of teaching. To measure the satisfaction level of the relevant stakeholders (i.e., students, teachers, and employers), three beneficiary feedback surveys (i.e., baseline, mid-term, and endline) are planned to be conducted, among which the baseline was carried out in 2019. The Bangladesh Institute of Development Studies (BIDS) conducted the Mid-term Satisfaction Survey in May-June 2022. The mid-term survey is the second of the three planned surveys of the CEDP, measuring the mid-term satisfaction level of the stakeholders, students and teachers of National University-affiliated colleges, and employers of NU graduates. This study uses data from the Mid-term Satisfaction Survey to assess the mid-term satisfaction level of students, teachers, and employers. The study was designed using a mixed-method approach, both quantitative and qualitative, to address the objectives of this study. Data analysis has used both the baseline data collected in 2019 and the mid-term data collected in this study. Using the baseline and mid-term data, a two-round panel data was constructed at the college level. Depending on the specific indicators, the program's effect at the college level was calculated. We compare the overall satisfaction level regarding all the relevant indicators by stakeholder types, i.e., principals, teachers, and students, and observe differences among the average satisfaction levels. The overall teaching and learning environment satisfaction level is 3.81 among college principals, 2.95 among teachers, and 2.57 among students. A similar pattern is also found for other indicators except the collaboration of colleges with industries. The satisfaction level regarding the collaboration of colleges with industries is noted as the lowest for principals (1.62) and teachers (1.76), and for students, it is slightly higher (2.10 on a scale of 5). The lowest satisfaction level among students is recorded for connectivity through the internet (1.89), and the highest for teaching skills (3.92). The regression results show that for the full sample, the Difference-in-Difference (DiD) of the satisfaction scores on the quality of academic infrastructure, the quality of internet connection, and the quality of facilities for students’ soft skill improvement are statistically significant. The DiD for the other two satisfaction scores, namely, the teaching and learning environment and the degree of industry linkage, are not statistically significantly different from zero. These results show that the colleges that received Institutional Development Grants (IDGs) have made a positive and statistically significant impact on the improvement of the quality of academic infrastructure, quality of internet connection and other related facilities, and quality of facilities for students’ soft skill compared to those who did not receive this grant. However, the grant has made some changes in the teaching and learning environment and the degree of industry linkage between IDG awarded colleges and IDG non-recipient colleges. These changes are not statistically significant. The overall findings from the mid-term satisfaction survey highlighted that: (1) Institutional Development Grant (IDG) has made positive and statistically significant impact on the improvement of quality of academic infrastructure, quality of internet connection and other related facilities, and quality of facilities for students’ soft skill compared to those who did not receive this grant; (2) The grant has made some changes in the teaching and learning environment and the degree of industry linkage between IDG-awarded colleges and IDG non-recipient colleges. These changes are not significant enough to increase the satisfaction level of the students, teachers, and principals. Therefore, this study proposes these recommendations for increasing the overall satisfaction level of all stakeholders: (1) The poor level of industry collaboration has been highlighted by all types of beneficiaries. To facilitate industry collaboration, job fairs should be organised every year, preferably at the district level; (2) Introducing short course facilities can increase the job market opportunities of the NU-affiliated colleges; (3) Subject-based pedagogical training for the NU teachers is highly recommended; (4) The interrelation and collaboration between NU-affiliated colleges and universities should be increased. The colleges that are not well equipped with enough facilities can collaborate with the universities to share their equipment, such as computer labs, libraries, scientific labs, etc. This will help the less privileged colleges provide quality teaching and learning facilities to the students; (5) Forming and activating the activities of Alumni Associations in the NU-affiliated colleges; (6) There should be funds available for the renovation of old academic buildings, addition to an existing building, and upgrading labs and research facilities for teachers wherever appropriate, (7) There should be some provision of need-based funds/emergency grant that might be used or made available to the college authorities in case of sudden emergency or need (e.g., a sudden flash flood in Sylhet division)
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Benson, Vivienne, and Jenny C. Aker. Improving Adult Literacy in Niger Through Mobile Calls to Teachers. Institute of Development Studies and The Impact Initiative, 2021. http://dx.doi.org/10.35648/20.500.12413/11781/ii368.

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In Niger, one of the poorest countries in the world, 85 per cent of adults are unable to read or write, even in local languages. Adult education programmes can be a route to improving adult literacy rates, but non-governmental organisation (NGO) and government schemes are characterised with low enrolment, high dropout, and poor teacher attendance. In partnership with the Ministry of Education, Catholic Relief Services, the Sahel Group, and Tufts University, regular phone calls and motivational support were given to teachers to encourage and monitor attendance of adult education programmes between 2018 and 2019. The impact of this project directly led to improved reading and maths scores. Based on this evidence, the approach has been tested by the Ministry of Education in primary schools.
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10

Carl, Michael. The correlation of factors relating to the selection and retention of student teachers at Portland State University. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.602.

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