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Artículos de revistas sobre el tema "Professional Development of Teachers not elsewhere classified"

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Publicado: 4 de junio de 2021
Última modificación: 19 de febrero de 2022

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1

Giraldo, Frank, and Daniel Murcia Quintero. "Language Assessment Literacy and the Professional Development of Pre-Service Language Teachers." Colombian Applied Linguistics Journal 21, no. 2 (November 7, 2019): 243–59. http://dx.doi.org/10.14483/22487085.14514.

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Language Assessment Literacy (LAL) research has focused on defining the knowledge, skills, and principles that the stakeholders involved in language assessment activities are required to master. However, there is scarce research on the relationship between LAL and the professional development of language teachers. Therefore, this exploratory action research study examined the impact of a language assessment course on pre-service teachers in a Colombian language teaching programme. Data were collected through questionnaires, interviews, teacher and researcher journals and class observations. Th
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2

Rosli, Roslinda, and Mohd Fareed Aliwee. "Professional Development of Mathematics Teacher: A Systematic Literature Review." Contemporary Educational Researches Journal 11, no. 2 (May 1, 2021): 43–54. http://dx.doi.org/10.18844/cerj.v11i2.5415.

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Implementing effective professional development (PD) programs can help teachers in developing their knowledge and skills to enhance students learning in the classroom. However, professional development (PD) programs conducted been seen as less helpful for teachers in developing their potential in teaching mathematics. Therefore, a systematic literature review was undertaken to report on the programs of professional development (PD) for mathematics teachers. This review aimed to explore the professional development (PD) programs for mathematics teacher and teacher components of an effective pro
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3

Draz, Muhammad Umar, and Fayyaz Ahmad. "Continuing Professional Development and Accounting Academics: A Literature Review." International Journal of Learning and Development 7, no. 4 (November 28, 2017): 44. http://dx.doi.org/10.5296/ijld.v7i4.12089.

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Continuing professional development (CPD) plays an important role in maintaining professional competency of the accounting academics. The main aim of undertaking CPD is to acquire new technical knowledge pertaining to a certain profession. This study intends to investigate the existing literature on CPD of accounting academics. In reviewing the relevant literature, we have particularly concentrated on these journals: 1) Accounting Education; 2) Journal of Accounting Education; 3) Teachers and Teaching; and 4) Teaching and Teacher Education. The available studies have been classified into three
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4

Abramovich, Anat, and Shirely Miedijensky. "From a Guided Teacher into Leader: A Three-Stage Professional Development (TSPD) Model for Empowering Teachers." Higher Education Studies 9, no. 2 (March 6, 2019): 57. http://dx.doi.org/10.5539/hes.v9n2p57.

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A three-stage professional development (TSPD) model for training experienced teachers to become teachers’ leaders is presented here, along with a study assessing its value. The three stages of the model are:  a “basic training” stage, a “master-teacher” stage, and an “independent implementation” stage. This qualitative study included open questionnaires and interviews of participants and course leader after the various stages. Statements were classified accordingly to three main themes: ‘teachers as pedago
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Charteris, Jennifer, and Dianne Smardon. "Dialogic peer coaching as teacher leadership for professional inquiry." International Journal of Mentoring and Coaching in Education 3, no. 2 (June 6, 2014): 108–24. http://dx.doi.org/10.1108/ijmce-03-2013-0022.

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Purpose – Dialogic peer coaching as leadership can enable teachers to influence each other's professional learning. The purpose of this paper is to shift the emphasis from the role associated with the designated title of leader to the purpose and relevance of teacher leadership in the context of dialogic peer coaching. Design/methodology/approach – The research was undertaken as a small qualitative case study embedded in a school-based, teacher professional development project. Nine groups of peer coaches from five unrelated schools engaged in a formal process of collaborative inquiry over two
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Anhalt, Cynthia O., Matthew Ondrus, and Virginia Horak. "Issues of Language: Teacher Insights from Mathematics Lessons in Chinese." Mathematics Teaching in the Middle School 13, no. 1 (August 2007): 18–23. http://dx.doi.org/10.5951/mtms.13.1.0018.

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A fundamental concern in mathematics education is to understand the connection between the mathematics and the students who are trying to learn the mathematics. Even under ordinary conditions, it may be difficult for teachers to completely understand the challenges that students face. This can be especially true for teachers of English language learners (ELL). Given the steadily increasing population of U.S. students who are classified as limited in English proficiency, it is imperative that teachers understand the perspective of an ELL student in an English-speaking classroom. Meaningful prof
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7

Sytnyk, Olga. "ADULT EDUCATION TEACHERS’ TRAINING IN IRELAND." Continuing Professional Education: Theory and Practice, no. 1-2 (2018): 93–98. http://dx.doi.org/10.28925/1609-8595.2018(1-2)9398.

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The central purpose of this article is to highlight nature, place and role of the adult education teacher professional training in Ireland as well as the school teacher professional training. In order to do so, a general overview of Irish teachers’ education is presented. The specific in the adult education tutors’ activities is also discussed. The nature of the teachers’ training is fully examined. The various contemporary ways and innovative forms of modern teachers’ training in Ireland are mentioned. The main professional requirements that the adult education tutor has are also highlighted
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8

Tong, Fuhui, Wen Luo, Beverly J. Irby, Rafael Lara-Alecio, and Hector Rivera. "Investigating the impact of professional development on teachers’ instructional time and English learners’ language development: a multilevel cross-classified approach." International Journal of Bilingual Education and Bilingualism 20, no. 3 (August 14, 2015): 292–313. http://dx.doi.org/10.1080/13670050.2015.1051509.

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9

Tabachnikov, S. I., N. O. Mykhalchuk, and Ye M. Kharchenko. "Empirical research of the structure of professional reflection of teachers." Archives of psychiatry 24, no. 2 (June 14, 2018): 111–15. http://dx.doi.org/10.37822/2410-7484.2018.24.2.111-115.

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Background. The current social situation in Ukraine demands the researches of objective and subjective conditions that determine the professional development of teachers in general and the development of their professional reflection in particular, which are related to the real system of professional training of students at higher school.
 Objective – to analyze the reflection as one of the psychological mechanisms of self-control, which, in turn, ensures the personal growth of a future teacher.
 Materials and methods. There were analyzed the results which had been obtained for the c
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10

Avidov-Ungar, Orit. "Teacher evaluation following reform: the Israeli perspective." Quality Assurance in Education 26, no. 4 (October 8, 2018): 511–27. http://dx.doi.org/10.1108/qae-01-2018-0009.

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Purpose This study aims to examine teachers’ perceptions of teacher evaluation (also known as teacher appraisal). In Israel and elsewhere, teacher evaluation is a cornerstone of teaching quality assurance measures; however, detailed knowledge is lacking regarding how teachers themselves perceive it in that context. Design/methodology/approach Semi-structured interviews were conducted with 22 state primary school teachers. The data were analyzed thematically. Findings Four themes emerged from the interviews: how teachers conceive of teacher evaluation; teachers’ perceptions of how the teacher e
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11

Clarke, Doug M., Anne Roche, and Annie Mitchell. "10 Practical Tips for Making Fractions Come Alive and Make Sense." Mathematics Teaching in the Middle School 13, no. 7 (March 2008): 372–80. http://dx.doi.org/10.5951/mtms.13.7.0372.

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Fractions are difficult to teach and to learn, but they should not be viewed as a lost cause. Important research in Australia and elsewhere can help us focus on the big ideas in ways that can help students in the middle years make sense of fractions. We share insights from our research, advice on what is important and less important, and practical classroom approaches and activities that our experience in a variety of professional development settings indicates can make fractions come alive for middle-grades teachers and students.
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Webster, Collin A., Diana Mindrila, Chanta Moore, Gregory Stewart, Karie Orendorff, and Sally Taunton. "Exploring the Role of Physical Education Teachers’ Domain-Specific Innovativeness, Educational Background, and Perceived School Support in CSPAP Adoption." Journal of Teaching in Physical Education 39, no. 1 (January 1, 2020): 36–47. http://dx.doi.org/10.1123/jtpe.2018-0313.

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Purpose: A comprehensive school physical activity program (CSPAP) is designed to help school-aged youth meet physical activity guidelines as well as develop the knowledge, skills, and dispositions that foster meaningful lifelong physical activity participation. In this study, we employed a “diffusion of innovations theory” perspective to examine the adoption of CSPAPs in relation to physical education teachers’ domain-specific innovativeness, educational background, demographics, and perceived school support. Methods: Physical education teachers (N = 407) responded to an electronic survey with
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13

Andryukhina, L. M., N. O. Sadovnikova, S. N. Utkina, and A. M. Mirzaahmedov. "Digitalisation of Professional Education: Prospects and Invisible Barriers." Education and science journal 22, no. 3 (April 29, 2020): 116–47. http://dx.doi.org/10.17853/1994-5639-2020-3-116-147.

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Introduction. Nowadays, digital education is one of the priorities of state policy in modern Russia. The Federal Institute for the Development of Education has developed a draft didactic concept of digital education to maximise the potential of digital technology (DT) in vocational training. Nevertheless, while policymakers and education managers are aware of the need to move to a new level of digital technology implementation, there are challenges to this process. The technological resources of educational environment have been increasing intensively in the past decade, and their intensive sc
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14

Nemrawi, Ziad M., and Amjad M. Zraiqat. "The Efficiency of Professional Development Programs based on Social Constructivism in Improving Teaching Practices of Mathematics Teachers in Jordan." Journal of Educational and Psychological Studies [JEPS] 14, no. 2 (April 30, 2020): 342. http://dx.doi.org/10.24200/jeps.vol14iss2pp342-361.

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The purpose of this study was to investigate the efficiency of professional development programs based on social constructivism in improving the teaching practices of mathematics teachers. The research team developed a training program based on social constructivism in teacher education. The participants of this program included nine mathematics teachers from the Um Al-Basateen school district located in the south of the capital city, Amman. Data was collected before and after the program and certain tools of qualitative research were employed in the study. These tools included observation, in
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15

Farrugia, Josette. "Teachers' experience of the introduction of student-centered pedagogies that promote lifelong learning and enthusiasm for chemistry and science." Lumat: International Journal of Math, Science and Technology Education 3, no. 3 (July 30, 2015): 285–303. http://dx.doi.org/10.31129/lumat.v3i3.1030.

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This paper looks at the first steps taken by a group of Maltese teachers participating in the EU funded FP7 project aimed at promoting inquiry-based learning (IBL) in Mathematics and Science classrooms across Europe, PRIMAS, by providing long-term professional development (PD) to teachers during the introduction and implementation of IBL in an examination-oriented culture. Data were obtained through teachers’ reflective journals and interviews. Difficulties encountered and ways of overcoming challenges are presented. The main difficulties encountered may be classified as systemic difficulties;
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16

Whang, Nai-Ying, and Ling-Fang Yan. "Development of School Food Education: Teachers’ Teaching Interventions in Urban Middle Schools of Northern Taiwan." Education and Urban Society 52, no. 9 (February 10, 2020): 1330–50. http://dx.doi.org/10.1177/0013124519896847.

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This research explores current teaching interventions in the development of school food education in urban schools of northern Taiwan, focusing on the relationship between teachers’ teaching attitudes, teaching knowledge, and teaching commitments. As the urban schools of northern Taiwan (Taipei, New Taipei City, and Taoyuan City) are all classified as metropolitan areas, schools in these areas place a greater emphasis on students’ dietary habits. This study therefore selected urban middle schools of these three connected municipalities as the research area. It adopted stratified random methods
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Budnikova, S. P. "Experience of the Implementation of the Modular Principle in the Training of Primary School Teachers." Psychological-Educational Studies 12, no. 1 (2020): 31–43. http://dx.doi.org/10.17759/psyedu.2020120103.

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The article presents the results of participation of the Tula State Lev Tolstoy Pedagogical University in the second and third stages of approbation of the basic professional educational program in terms of education bachelor degree with the direction: 44.03.05 "Pedagogical education (with two profiles of preparation)", profiles of preparation: Primary education, Foreign language; Primary education, Informatics. This project was implemented on the basis of an agreement on network interaction concluded with MSUPE. Approbation was attended by students 4 and 5 courses. The content, the course of
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18

Sahling, Julia, and Roussel De Carvalho. "Understanding Teacher Identity as an International Teacher: An Autoethnographic Approach to (Developing) Reflective Practice." Journal of Research in International Education 20, no. 1 (April 2021): 33–49. http://dx.doi.org/10.1177/14752409211005380.

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The teaching profession in England and Wales has been experiencing a steady decline in its workforce, with a significant number of teachers making the decision to move abroad and teach in international schools. Teachers cite working conditions, institutional pressures and pay and conditions at home as reasons to seek employment elsewhere. Meanwhile, exploring teachers’ experiences of teaching abroad is a relatively new area of research. The growth of international schools from 1964, when there were only around 50 such schools, to 2017, with over 8,000 international schools and some 420,000 tea
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19

Skyhar, Candy. "Thinking Outside the Box." Theory & Practice in Rural Education 10, no. 1 (June 17, 2020): 42–72. http://dx.doi.org/10.3776/tpre.2020.v10n1p42-72.

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Despite the fact that they are all unique, rural school districts/divisions (in Canada and elsewhere) face similar challenges when it comes to providing effective professional development (PD) for teachers. Issues related to funding, geography, staffing, and contextual differences impact the availability of PD opportunities for educators in rural contexts; however, rural school divisions possess many strengths from which solutions to these challenges might be fashioned. The question of how rural divisions might construct local teacher PD models that draw on local strengths, mitigate local chal
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20

AITBAYEVA, B. M., A. M. MAULENOVA, Z. B. AKHMETZHANOVA, Z. A. KENZHEBEKOVA, and B. O. RAKHIMBAYEVA. "SUSTAINABLE DEVELOPMENT OF EDUCATIONAL INSTITUTIONS IN THE CONTEXT OF THE INTRODUCTION OF ELEMENTS OF DISTANCE EDUCATION IN THE LEARNING PROCESS." Periódico Tchê Química 16, no. 33 (March 20, 2019): 404–22. http://dx.doi.org/10.52571/ptq.v16.n33.2019.419_periodico33_pgs_404_422.pdf.

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Distance education is essentially the basis for the development of educational institutions that provide innovative services, which cannot be obtained elsewhere. It is believed that distance education is a substitute for the traditional as part of simplifying and cheapening the learning process. At the same time, the leading global trends suggest the need for the development of elements of self-education and the expansion of the geographical nature of educational offers. The relevance of the study is that it is necessary to distinguish between the use of distance education methods in the tradi
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21

Besterman, Keith R., Jeremy Ernst, and Thomas O. Williams. "Developments In Stem Educators’ Preparedness For English Language Learners In The United States." Contemporary Issues in Education Research (CIER) 11, no. 4 (October 5, 2018): 165–76. http://dx.doi.org/10.19030/cier.v11i4.10211.

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In the United States, the population of students classified as English Language Learners (ELLs) in K-12 education has increased in recent decades. As a result, teachers outside of specialized linguistic courses have needed to adapt their instruction to better meet the needs of these students. This exploratory study investigates potential indicators of Science, Technology, Engineering, and Mathematics (STEM) teachers’ preparedness to work with ELLs, in comparison with the rates of ELLs in STEM courses.
 
 Data for this study were obtained from the national restricted-access datasets o
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22

Godfrey, David M. "From peer review to collaborative peer enquiry: Action research for school improvement and leadership development." London Review of Education 18, no. 3 (November 13, 2020): 373–89. http://dx.doi.org/10.14324/lre.18.3.04.

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School peer reviews are increasingly part of the evaluation and school improvement landscape for school leaders and teachers in a number of countries. This article describes the growth of peer review, particularly in England, and its emergence elsewhere (for example, Australia, across Europe and in Chile). While these approaches provide a useful form of professional and moral accountability, this article identifies ways in which they could go further to empower practitioners through the use of an enquiry approach, combining formal academic knowledge with practitioner knowledge and school-based
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Nekongo-Nielsen, Haaveshe Ndeutalala, and Elizabeth Ndeukumwa Ngololo. "Principals’ experiences in the implementation of the English Language Proficiency Programme in Namibia." Journal of Educational Administration 58, no. 1 (October 22, 2019): 81–95. http://dx.doi.org/10.1108/jea-06-2018-0113.

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Purpose Namibian principals are usually placed in leadership positions without orientation and are found to lack skills to supervise teachers in delivering instruction using the English language. Studies conducted elsewhere in the world found that effective school leadership is needed for the success of professional development programmes. The purpose of this paper is to explore principals’ lived experiences with regard to their roles in the implementation of the English Language Proficiency Programme (ELPP). Design/methodology/approach This paper followed a qualitative inquiry with multiple c
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24

Fitchett, Paul G., Jendayi Dillard, Christopher J. McCarthy, Richard G. Lambert, and Kristen Mosley. "Examining the intersectionality among teacher race/ethnicity, school context, and risk for occupational stress." education policy analysis archives 28 (June 1, 2020): 87. http://dx.doi.org/10.14507/epaa.28.4999.

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Combining secondary data from the National Center for Education Statistics National Teacher Principal Survey (NTPS) and Common Core of Data (CCD), this exploratory study examined the distribution of teacher race/ethnicity across the race/ethnicity of the schools in which they work and the extent that teacher and school race/ethnicity was associated with occupational stress. Findings indicate that teachers are more likely to work in schools with higher concentrations of students who match their own race/ethnicity. Both teacher and school race/ethnicity were unique predictors of a teacher being
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Leider, Christine Montecillo, Michaela Colombo, and Erin Nerlino. "Decentralization, teacher quality, and the education of English learners: Do state education agencies effectively prepare teachers of Els?" education policy analysis archives 29 (July 26, 2021): 100. http://dx.doi.org/10.14507/epaa.29.5279.

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English learners are entitled to participate meaningfully and equally in educational programs. The Every Student Succeeds Act (ESSA) includes provisions to ensure success for all students, including English learners. However, the federal government does not prescribe specifically how states should meet these provisions; instead, it is the responsibility of states to develop respective plans of action. This decentralization means that states play a primary role in setting policy for teacher credentialing. In this paper, we address the following question: Do state education agencies effectively
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Pokrova, Svitlana V. "Conceptual Model of Development of Assessment Competence of Primary School Teachers in the System of Postgraduate Education." Scientific Bulletin of Mukachevo State University. Series «Pedagogy and Psychology» 7, no. 1 (March 24, 2021): 90–102. http://dx.doi.org/10.52534/msu-pp.7(1).2021.90-102.

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The study highlights one of the main aspects of pedagogical research on the development of assessment competence of primary school teachers. To train teachers in the system of postgraduate pedagogical education, it is necessary to build a modern model as a holistic pedagogical process, which would be based on the leading traditions of pedagogy and modern pedagogical innovations and help teachers develop readiness to evaluate the results of primary school students in professional activities. The purpose of this study is to build a conceptual model for the development of assessment competence of
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27

Bloch, Frank S. "N. R. Madhava Menon: A Global Justice Educator’s Approach to Training Clinical Law Teachers." Asian Journal of Legal Education 7, no. 1 (January 2020): 7–16. http://dx.doi.org/10.1177/2322005819886385.

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This article describes one aspect of Dr N. R. Madhava Menon’s lifelong commitment to bringing ‘socially relevant legal education’ to India and around the world, whereby lawyers would be trained not just in the rules of law but also in the social and ethical responsibilities of lawyers to the society at large. Over the course of more than 25 years, the author collaborated with Dr Menon in training of law teachers in clinical methods and, in particular, in the incorporation of social justice into law school clinical and legal aid programs. A key element of their collaboration was the development
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Salienė, Vilija. "The Lithuanian Language and Literature Teacher: Analysis of Student and Teacher Expectations." Pedagogika 112, no. 4 (December 23, 2013): 57–64. http://dx.doi.org/10.15823/p.2013.1775.

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Recently, there has been much talk about how the humanities and social sciences are losing their importance and are not necessary for the state. There is no doubt that under current globalization conditions there are more opportunities for technological, physical and biomedical sciences to establish themselves in Europe and elsewhere than the humanities. However, one should not forget that the development of a humanitarian culture has been and will be one of the most important state objectives when it comes to education. When formulating the objectives of the education reform, one of the most
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Ma, Sai, Yanrong Li, and Peipei Zhang. "Analysis of Undergraduates’ Compulsory Courses in China’s Comprehensive Universities – A Case Study." Higher Education Studies 11, no. 1 (December 12, 2020): 42. http://dx.doi.org/10.5539/hes.v11n1p42.

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Drawing on case study evidence, this article explores the development of compulsory courses in a China’s high-level comprehensive university, which has achieved good results in the procedure of Quality Assessment of Undergraduate Education (QAUE) and China Discipline Ranking (CDR) issued by Ministry of Education (MOE). The general undergraduate majors of this university are classified into 5 categories, namely, journalism and communication, economics and management, science and engineering, foreign language and literature, humanities and social science. The research scope is from gra
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Ye, Haiyan, Qin Chen, Yaotang Chen, and Yingzhi Chen. "Research on How to Integrate Innovation and Entrepreneurship Education into Professional Education ---Based on Empirical Analysis of Administration Management Major in Six Colleges of Guangzhou." E3S Web of Conferences 275 (2021): 03008. http://dx.doi.org/10.1051/e3sconf/202127503008.

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The combination of innovation and entrepreneurship education with administrative management can improve professional innovation ability and development thinking of students, and improve the quality of talent training. Based on the empirical analysis of six colleges in Conghua, Guangzhou, this paper analyzed the current problems in the integration of innovation and entrepreneurship education and administrative management in universities. Combined with survey and interview data and materials, this paper studied the relationship between innovation and entrepreneurship education and administrative
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- Lie, Anita, Siti Mina Tamah, Imelda - Gozali, Katarina Retno Triwidayati, Tresiana Sari Diah Utami, and Fransiskus - Jemadi. "Secondary School Language Teachers’ Online Learning Engagement during the Covid-19 Pandemic in Indonesia." Journal of Information Technology Education: Research 19 (2020): 803–32. http://dx.doi.org/10.28945/4626.

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Aim/Purpose: The purpose of this study was to explore language teachers’ online engagement during the Covid-19 pandemic in Indonesia. Four questions guided the inquiry in this study: 1) To what extent did teachers engage in online learning during the Covid-19 pandemic? 2) What challenges did teachers encounter while engaging in online learning during the Covid-19 crisis? 3) How has the suspension of face-to-face classroom meetings changed teachers’ practices? and 4) What were their hopes for the future of education in their respective regions?v Background: The sudden learn-from-home mode enact
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Ilaltdinova, E. Y., and A. A. Oladyshkina. "“This is the best teacher in the whole world!”: The influence of the school teacher on professional self-determination of future teachers." Vestnik of Minin University 8, no. 3 (September 9, 2020): 3. http://dx.doi.org/10.26795/2307-1281-2020-8-3-3.

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Introduction. The article analyzes the role of a particular teacher in the formation of professional identity for future teachers - students of a pedagogical university. Recent scientific studies showed that the idea of a “perfect teacher” formed at school is often stable and has negative impact on the professional development and separation of experience from the prospects of professional growth. However, most studies analyze the image of the abstract "ideal teacher" without reference to a particular person, who influenced the choice of profession and general professional guidelines of the fu
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Kadijevic, Djordje. "TIMSS 2003 mathematics cognitive domains." Zbornik Instituta za pedagoska istrazivanja, no. 34 (2002): 96–102. http://dx.doi.org/10.2298/zipi0204096k.

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Mathematical tasks can be classified in a number of ways. While Galbraith & Haines (2001), for example, distinguish among mechanical, interpretative and constructive tasks, Smith et at. (1996) divide tasks into the following three categories: (A) factual knowledge, comprehension and routine use of procedures; (B) information transfer and application in new situations; and (C) identifying and interpreting; implications, conjectures and comparisons and evaluation. Having briefly summarized these and some other mathematical tasks classifications, this paper presents and critically examines th
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Shevchenko, Yuliia M., Svitlana M. Dubiaha, Valentyna D. Melash, Tetyana V. Fefilova, and Yulia О. Saenko. "The Role of Teachers in the Organization of Inclusive Education of Primary School Pupils." International Journal of Higher Education 9, no. 7 (August 7, 2020): 207. http://dx.doi.org/10.5430/ijhe.v9n7p207.

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The article highlights the models of inclusive education of Italy, Germany, Sweden, Norway, and Great Britain. Inclusion models can be classified into three basic ones, according to the ratio of the number of primary school-aged children at general and specialized schools, namely: full inclusion, partial inclusion with a predominance of pupils at general schools, partial inclusion with a predominance of pupils at specialized schools. Full inclusion is present in Italy and Norway, partial inclusion with a predominance of students at specialized schools is observed in Sweden (88.40%), partial in
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Iqbal, Zafar. "Evidence-based teaching practices: A road less traveled in Pakistan?" Health Professions Educator Journal 3, no. 2 (May 27, 2020): 7–8. http://dx.doi.org/10.53708/hpej.v3i2.1036.

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It is no secret that most health professionals, after postgraduation, aim to secure an academic position in a teaching institute due to various personal and/or professional preferences. Personal interest in teaching, inspirational figure/ role model-driven career selection, fixed working hours, financial rewarding, societal respect, and relatively easier career path are some of the prominent motives for health professionals to join academia (Huda & Yousuf, 2006). Indeed, it is a personal choice of a health professional should he/she opt for an academic career path. However, a serious quest
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Balyer, Aydın, and Erkan Tabancalı. "The Roles of Interest and Pressure Groups in Developing Sustainable Educational Policies in Turkey." Sustainability 11, no. 24 (December 10, 2019): 7052. http://dx.doi.org/10.3390/su11247052.

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The main aim of this research was to determine the roles of interest and pressure groups in the development of sustainable educational policies in Turkey. To that end, the research was conducted with a qualitative research design. The data were gathered by using a semi-structured interview technique and analyzed with content analysis technique. For this purpose, seven teachers and six school principals determined with a maximum variation sampling technique were interviewed. Results of this research reveal that, in general, interest and pressure groups were classified into three categories as:
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37

Shendell, Derek G., Juhi Aggarwal, Maryanne L. F. Campbell, Lauren N. Gonzalez, Elizabeth Kaplun, Koshy Koshy, and Thomas I. Mackie. "Fall 2020 COVID-19 Needs Assessment among New Jersey Secondary School Educational Professionals." International Journal of Environmental Research and Public Health 18, no. 8 (April 13, 2021): 4083. http://dx.doi.org/10.3390/ijerph18084083.

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Secondary or high school (HS) educational professionals expressed concerns about dealing with environmental and occupational health and safety protocols due to COVID-19. Concerns related to fall 2020 school re-opening and getting back into in-person teaching—whether full-time, part-time or some other approved hybrid model—plus ongoing uncertainty with how the state and federal government will be handling matters about mandates for virtual learning, rapid testing, vaccine distribution, etc. These concerns were related to both their experience as educational professionals and genuine interest in
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38

Müller, Ana Paula Krein, and Marli Teresinha Quartieri. "Estudos Sobre o Desenvolvimento Profissional de Professores." Jornal Internacional de Estudos em Educação Matemática 14, no. 1 (April 30, 2021): 42–49. http://dx.doi.org/10.17921/2176-5634.2021v14n1p42-49.

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ResumoCom o intuito de identificar aproximações com a pesquisa intitulada que está sendo desenvolvida por uma aluna no Doutorado em Ensino, foi realizado um levantamento bibliográfico para conhecer que tipos de estudos estão sendo efetivados com temas relacionados a esta investigação. Com o objetivo realizar uma revisão sistemática em pesquisas que descrevem intervenções com o foco na “formação de professores”, “desenvolvimento profissional”, de modo a identificar como essa associação tem sido tratada na literatura Realizou-se uma busca nas revistas classificadas com A1 no Portal de periódicos
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39

Marzuki, Marlina. "Managing an Effective English Language Laboratory in a Polytechnic." Studies in English Language and Education 1, no. 2 (October 1, 2014): 108. http://dx.doi.org/10.24815/siele.v1i2.1830.

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Polytechnic graduates are required to have applied skills as well as communication skills in English. In most of the polytechnics in Indonesia, English courses are served as compulsory courses for students and in some institutions language laboratories are established in order to support their students. To run an effective language laboratory there are, at least four aspects that need to be considered, namely lab facilities, standard operating rules, students, and lab coordinators. Of all the agents, lab coordinators are classified as internal factors that can easily be empowered by the instit
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40

Sylka, Sergey I. "System of prevention of deviant behavior of students in professional educational organizations using means of physical recreation." Tambov University Review. Series: Humanities, no. 187 (2020): 65–71. http://dx.doi.org/10.20310/1810-0201-2020-25-187-65-71.

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We raise the problem of preventing deviant behavior of students in secondary professional educational organizations. The relevance of the research topic is due to the need to resolve the contradiction between the society’s need for training healthy specialists in physical, mental and moral aspects and the high level of deviant prevalence among adolescents and students, as well as insufficient study of the potential of physical and recreational activities as a way to prevent students’ deviant behavior. The purpose of the study is the justification of the prevention system of deviant behavior of
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41

Smith, Michelle K., Erin L. Vinson, Jeremy A. Smith, Justin D. Lewin, and MacKenzie R. Stetzer. "A Campus-Wide Study of STEM Courses: New Perspectives on Teaching Practices and Perceptions." CBE—Life Sciences Education 13, no. 4 (December 2014): 624–35. http://dx.doi.org/10.1187/cbe.14-06-0108.

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At the University of Maine, middle and high school science, technology, engineering, and mathematics (STEM) teachers observed 51 STEM courses across 13 different departments and collected information on the active-engagement nature of instruction. The results of these observations show that faculty members teaching STEM courses cannot simply be classified into two groups, traditional lecturers or instructors who teach in a highly interactive manner, but instead exhibit a continuum of instructional behaviors between these two classifications. In addition, the observation data reveal that studen
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42

Hua, Lin, and Guangyu Liu. "Development of Basketball Tactics Basic Cooperation Teaching System Based on CNN and BP Neural Network." Computational Intelligence and Neuroscience 2021 (September 22, 2021): 1–11. http://dx.doi.org/10.1155/2021/9497388.

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The traditional basketball teaching mode cannot meet the needs of students for the basic cooperation of basketball tactics. Therefore, a basic cooperation teaching system of basketball tactics based on artificial neural network is studied and designed. The system has a professional basketball game video tactical learning module. The events in the basketball game video are classified through a convolutional neural network and combined with the explanation of teachers to make the students have an intuitive understanding of the basic cooperation of basketball tactics and then design the basketbal
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43

Wiyanto, Theodorus, Muchlas Samani, and S. Sugiyono. "The developing teaching practice model as an effort to improve the quality of mechanical engineering vocational school teachers." Jurnal Pendidikan Vokasi 7, no. 3 (January 19, 2018): 349. http://dx.doi.org/10.21831/jpv.v7i3.17923.

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This research aims to develop teaching practice program model for mechanical engineering education teacher trainees of State University of Surabaya. This research applied research and development (R & D) design by Borg & Gall in ten steps which are classified into two stages: research and data collection and product development. The research and data collection were conducted by applying qualitative approach through observation, interview, documentation on seven State ‘LPTK’, education office, teacher profession association, teaching practice student, teaching practice supervising lect
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V. Vereshchagina, Anna, Anatoly V. Lubsky, Yuriy G. Volkov, Ilya V. Pechkurov, and Yakov A. Aslanov. "CIVIL PATRIOTISM GROUPS IN REGIONAL COMMUNITIES IN THE SOUTH OF RUSSIA." Humanities & Social Sciences Reviews 8, no. 3 (June 21, 2020): 1092–98. http://dx.doi.org/10.18510/hssr.2020.83112.

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Purpose: The purpose of the article is to study groups of civil patriotism and to highlight the features of their civil-Patriotic practices in local communities in the South of Russia.
 Methodology: The sociological investigation utilized quantitative and subjective strategies, just as techniques for hypothetical understanding of the acquired experimental information. The basis of the scientific study of common nationalism bunches in Russia in the South of Russia was a lot of wellsprings of experimental data, including the aftereffects of a sociological report directed by an individual po
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45

Neborsky, Egor V., Mikhail V. Boguslavsky, Natalya S. Ladyzhets, and Tatyana A. Naumova. "Studying the attitude of students of pedagogical areas of preparation for digital transformation in a university." Perspectives of Science and Education 52, no. 4 (September 1, 2021): 94–107. http://dx.doi.org/10.32744/pse.2021.4.6.

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The problem of research. The COVID-19 pandemic triggered a sudden transition to distance learning and an intensive development of the university's digital environment, and therefore it is important to assess how successful the rapid digital transformation has been from the point of view of students as one of the stakeholders. The study raises the question of students' understanding of the digital university phenomenon and assessment of interaction with teachers and administration. Materials and research methods. The aim of the study was to identify students' attitudes towards digital transform
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46

Nevinskaitė, Laima, and Giedrius Tamaševičius. "Does prescriptivism work? Non-standard lexis in Lithuanian radio and TV in 1960–2010." Taikomoji kalbotyra, no. 13 (December 20, 2019): 1–118. http://dx.doi.org/10.15388/tk.2019.16847.

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The paper deals with the effects of prescriptivism on the Lithuanian language. The research includes one domain of language use – radio and television, and one aspect of language – lexicon, in the period between 1960 and 2010. The investigation is corpus-based and focuses on the use of words that are classified as “incorrect” by the Lithuanian norm-setters. The study is important both as a discussion of the impact of prescriptivism on language change in general, as well as of the indirect influence of media on language, since media can affect the symbolic evaluation of specific language forms.
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47

Mahboob, Usman. "Deliberations on the contemporary assessment system." Health Professions Educator Journal 2, no. 2 (June 30, 2019): 66–69. http://dx.doi.org/10.53708/hpej.v2i2.235.

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There are different apprehensions regarding the contemporary assessment system. Often, I listen to my colleagues saying that multiple-choice questions are seen as easier to score. Why can’t all assessments be multiple-choice tests? Some others would say, whether the tests given reflect what students will need to know as competent professionals? What evidence can be collected to make sure that test content is relevant? Others come up with concerns that there is a perception amongst students that some examiners are harsher than others and some tasks are easier than others. What can be done to ev
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48

"Promoting professional development in new school principals." Development and Learning in Organizations: An International Journal 28, no. 3 (April 1, 2014): 28–30. http://dx.doi.org/10.1108/dlo-03-2014-0018.

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Purpose – The purpose of this paper is to examine the use of coaching for newly appointed school principals and head teachers as they establish themselves in their new role. Design/methodology/approach – To examine the use of coaching for newly appointed school principals and head teachers as they establish themselves in their new role. Findings – Teachers in a number of countries receive coaching to improve their effectiveness. It is also now being offered to newly appointed school administrators – the school principal in the USA, the head teacher elsewhere – to help them settle into their ne
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49

Northcote, Maria, Kevin P. Gosselin, Peter Kilgour, Daniel Reynaud, and Catherine McLoughlin. "A professional learning program for novice online teachers: Application of professional development guidelines using threshold concepts and online learning perceptions." Online Learning 23, no. 4 (December 1, 2019). http://dx.doi.org/10.24059/olj.v23i4.1573.

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The professional development of online teachers is now commonplace in most universities. Alongside the relatively straightforward decision to provide professional learning support for novice and experienced online educators within universities, decisions about the nature and content of such support are not always as clear cut. The study aimed to gather evidence about the experiences and views of current students and staff which, in turn, informed a set of pedagogical guidelines that could be used as the basis of professional learning programs for novice online teachers. Using a mixed methods r
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50

Nikolaevna Dmitrieva, Stepanida, Tuara Valerianovna Evdokarova, Liubov Vladimirovna Stepanova, Natalia Andreevna Abramova, and Nadezda Vladimirovna Okoneshnikova. "DEVELOPMENT OF ETHNOCULTURAL COMPETENCE IN FUTURE PRIMARY SCHOOL TEACHERS." Gênero & Direito 9, no. 2 (February 24, 2020). http://dx.doi.org/10.22478/ufpb.2179-7137.2020v9n2.50786.

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The article focuses on problems with ethnocultural competence as a component of the professional and pedagogical training provided by the Pedagogical Institute at M.K. Ammosov North-Eastern Federal University in the Republic of Sakha (Yakutia). The article identifies the characteristics of ethnocultural competence development in future primary school teachers. The main research methods include an analysis of literary sources, a pedagogical experience summary, observations, a discussion, data recording, and ranking. Primary school teachers are key figures and spiritual heritage broadcasters in
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