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Artículos de revistas sobre el tema "Teachers"

Autor: Grafiati

Publicado: 4 de junio de 2021

Última modificación: 25 de julio de 2025

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1

Goodson, Ivor F. "Sponsoring the Teacher's Voice: teachers' lives and teacher development." Cambridge Journal of Education 21, no. 1 (1991): 35–45. http://dx.doi.org/10.1080/0305764910210104.

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2

Saraeva, Tatiana P. "Teacher of Teachers." Человек. Общество. Наука 3, no. 4 (2022): 71–75. http://dx.doi.org/10.53015/2686-8172_2022_3_4_71.

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3

McGregor, Gordon, Tom Russell, and Fred Korthagen. "Teachers Who Teach Teachers: Reflections on Teacher Education." British Journal of Educational Studies 44, no. 3 (1996): 341. http://dx.doi.org/10.2307/3122468.

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4

McNay, Margaret, Tom Russell, and Fred Korthagen. "Teachers Who Teach Teachers: Reflections on Teacher Education." Canadian Journal of Education / Revue canadienne de l'éducation 21, no. 3 (1996): 358. http://dx.doi.org/10.2307/1495044.

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5

Lina Lafta Jassim. "Examining the Impact of Training and Nativeness on Teacher’s self-efficacy in teaching English." International Journal on Integrated Education 3, no. 8 (2020): 53–69. http://dx.doi.org/10.31149/ijie.v3i8.537.

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The purpose of this study was to examine the impact of training and 'nativeness' on teacher's self-efficacy in teaching English as a second language. A questionnaire was used and administered to 281 foreign teachers in Nasseria, Iraq. The teacher’s sense of efficacy scale (TSES) was employed to measure a teacher's self-efficacy. Using MANOVA, we tested the impact of teachers’ training and 'nativeness' on a teacher’s self-efficacy. The analysis showed that trained teachers have higher self-efficacy than untrained teachers and further that professional development enhances self-efficacy. The stu

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6

Lina Lafta Jassim. "Examining the Impact of Training and Nativeness on Teacher’s self-efficacy in teaching English." International Journal on Integrated Education 3, no. 8 (2020): 81–97. http://dx.doi.org/10.31149/ijie.v3i8.540.

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The purpose of this study was to examine the impact of training and 'nativeness' on teacher's self-efficacy in teaching English as a second language. A questionnaire was used and administered to 281 foreign teachers in Nasseria, Iraq. The teacher’s sense of efficacy scale (TSES) was employed to measure a teacher's self-efficacy. Using MANOVA, we tested the impact of teachers’ training and 'nativeness' on a teacher’s self-efficacy. The analysis showed that trained teachers have higher self-efficacy than untrained teachers and further that professional development enhances self-efficacy. The stu

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7

Lina Lafta Jassim. "Examining the Impact of Training and Nativeness on Teacher’s self-efficacy in teaching English." International Journal on Integrated Education 3, no. 9 (2020): 87–104. http://dx.doi.org/10.31149/ijie.v3i9.595.

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The purpose of this study was to examine the impact of training and 'nativeness' on teacher's self-efficacy in teaching English as a second language. A questionnaire was used and administered to 281 foreign teachers in Nasseria, Iraq. The teacher’s sense of efficacy scale (TSES) was employed to measure a teacher's self-efficacy. Using MANOVA, we tested the impact of teachers’ training and 'nativeness' on a teacher’s self-efficacy. The analysis showed that trained teachers have higher self-efficacy than untrained teachers and further that professional development enhances self-efficacy. The stu

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8

Feiman-Nemser, Sharon. "Teachers as Teacher Educators." European Journal of Teacher Education 21, no. 1 (1998): 63–74. http://dx.doi.org/10.1080/0261976980210107.

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9

Tigner, Steven S. "Homer, Teacher of Teachers*." Journal of Education 175, no. 3 (1993): 43–64. http://dx.doi.org/10.1177/002205749317500304.

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10

Thornbury, S. "Teachers research teacher talk." ELT Journal 50, no. 4 (1996): 279–89. http://dx.doi.org/10.1093/elt/50.4.279.

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11

KRALL, L. "Who teaches the teachers?" Diabetes Research and Clinical Practice 3 (1987): S5. http://dx.doi.org/10.1016/0168-8227(87)90007-6.

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12

Sawalhi, Rania, and Youmean Chaaban. "Mentor teachers’ and student teachers’ perspectives toward teacher leadership." Mentoring & Tutoring: Partnership in Learning 29, no. 1 (2021): 70–88. http://dx.doi.org/10.1080/13611267.2021.1899586.

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13

Dr., A. C. Lal Kumar. "A STUDY OF TEACHER STRESS AMONG SCHOOL TEACHERS." International Journal of Interdisciplinary Research in Arts and Humanities 1, no. 1 (2016): 47–50. https://doi.org/10.5281/zenodo.160941.

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The teachers are considered to be the most powerful environment for child development. Stress can be defined as the physiological and psychological reaction with which it occurs as a consequence of perception of imbalance between the level of demand placed upon individuals and their capabilities to meet those demands. Stress relates to the causes and consequences of less than optimum performance which is attributable to motivation. Teacher stress has a nationwide concern and relatively new area of empirical factors prepared by teachers as being troublesome or stressful have included students d

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14

Robinson, Maureen, and Wendy McMillan. "Who teaches the teachers? Identity, discourse and policy in teacher education." Teaching and Teacher Education 22, no. 3 (2006): 327–36. http://dx.doi.org/10.1016/j.tate.2005.11.003.

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15

Young, Natalie A. E. "Getting the Teacher’s Attention: Parent-Teacher Contact and Teachers’ Behavior in the Classroom." Social Forces 99, no. 2 (2020): 560–89. http://dx.doi.org/10.1093/sf/soz177.

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Abstract Studies suggest that both parental involvement and support from teachers matter for students’ academic success. Although cross-national research has revealed numerous ways in which parents shape the schooling process, less clear is whether parental involvement at school can influence teachers’ daily behavior toward students in class. In this study, I draw on data from the China Education Panel Survey (CEPS)—a nationally representative survey of Chinese middle-school students with unusually detailed information on parental involvement and teachers’ daily behaviors—to test a conceptual

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16

Zhen, Xinheng, and Qian Liu. "The impact of a teacher’s professional identity on his/her occupational happiness: The mediating role of psychological capital." Nurture 17, no. 3 (2023): 394–406. http://dx.doi.org/10.55951/nurture.v17i3.359.

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Purpose This paper is to explore the factors that influence the professional identity of university teachers on their occupational happiness, and to understand and study the mediating role of psychological capital between a teacher’s professional identity and a teacher’s occupational happiness. Design/Methodology/Approach: This paper uses a quantitative approach to testing. And this paper randomly selected 209 teachers (including full-time teachers and managers) from the Hebei Academy of Fine Arts located in Shijiazhuang, Hebei Province, as the research subjects. Findings: There exists a posit

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17

Basow, Susan A., and M. Suzan Distenfeld. "Teacher expressiveness: More important for male teachers than female teachers?" Journal of Educational Psychology 77, no. 1 (1985): 45–52. http://dx.doi.org/10.1037/0022-0663.77.1.45.

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18

Asikainen, Mervi A., and Pekka E. Hirvonen. "Finnish Cooperating Physics Teachers’ Conceptions of Physics Teachers’ Teacher Knowledge." Journal of Science Teacher Education 21, no. 4 (2010): 431–50. http://dx.doi.org/10.1007/s10972-010-9187-y.

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19

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

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20

Dalton, Mary M. "Bad TeacherIs Bad for Teachers." Journal of Popular Film and Television 41, no. 2 (2013): 78–87. http://dx.doi.org/10.1080/01956051.2013.787352.

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21

Juliana Purba, Friska, Kelly Sinaga, Debora Sitinjak, and Candra Y. Tahya. "21st Century chemistry teacher: Analysis of TPACK of pre-service chemistry teachers in teachers college." jurnal Pendidikan Kimia 15, no. 2 (2023): 76–81. http://dx.doi.org/10.24114/jpkim.v15i2.43788.

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This research is aimed to analyze chemistry pre-service teachers' profile of the TPACK (Technology Pedagogy and Content Knowledge) competencies in Teachers College. The method used in this study was a mixed method using TPACK’s questionnaire and interview. This study revealed that Content Knowledge (CK), Technology Knowledge (TK), Pedagogy Knowledge (PK), Pedagogy Content Knowledge (PCK), and Technology Pedagogy Knowledge (TPK) components of TPACK of pre-service teachers are excellent. The Technology Content Knowledge (TCK) component needs to be improved throughout training courses that enable

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22

Lee, Jin-Hee. "The Early Childhood Teacher’s Images of Pre-service Teachers, Kindergarten Teachers, and Daycare Center Teachers." K Association of Education Research 7, no. 3 (2022): 107–24. http://dx.doi.org/10.48033/jss.7.3.6.

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The purpose of this study is to examine the image of teachers for pre-service teachers, kindergarten teachers, and daycare center teachers, and to see if there is a difference in the image of teachers they think. To this end, a survey was conducted from April 11 to April 29, 2022 on students enrolled in the Department of Early Childhood Education at vocational colleges in Gyeonggi-do, Seoul, and kindergarten and daycare center teachers. The mean, standard deviation, and Cronbach α coefficients were calculated for the final 214 out of 250 questionnaires, and the data were analyzed through one-w

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23

Liston, Daniel P. "Teachers’ Work and Teacher Education." Review of Education 12, no. 2 (1986): 93–98. http://dx.doi.org/10.1080/0098559860120203.

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24

Timmerman, Greetje. "Teacher educators modelling their teachers?" European Journal of Teacher Education 32, no. 3 (2009): 225–38. http://dx.doi.org/10.1080/02619760902756020.

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25

Odell, Sandra J. "Preparing Teachers for Teacher Leadership." Action in Teacher Education 19, no. 3 (1997): 120–24. http://dx.doi.org/10.1080/01626620.1997.10462884.

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26

Abrams, Leonard, and Arnold S. Weisgold. "TRULY A TEACHER OF TEACHERS." Journal of Esthetic and Restorative Dentistry 10, no. 3 (1998): 100–101. http://dx.doi.org/10.1111/j.1708-8240.1998.tb00345.x.

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27

Lacina, Jan, and Robin Griffith. "Valuing Teachers-and Teacher Education." Reading Teacher 72, no. 4 (2018): 421–22. http://dx.doi.org/10.1002/trtr.1779.

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28

Aronson, Deb. "Teacher Advocacy: Teachers Speaking Up." Council Chronicle 19, no. 3 (2010): 6–8. http://dx.doi.org/10.58680/cc201012240.

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29

Rahmawati, Ganes Devita, Linda Isnaini, and Vina Citra Tri Maulia. "Developing Teachers Through “Teacher Clinic”." EDULIA: English Education, Linguistic and Art Journal 5, no. 1 (2024): 83–89. https://doi.org/10.31539/edulia.v5i1.10277.

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This study aims to find out how the "Teachers Clinic" program runs to teacher development. This study is important because teacher development can find out the obstacles faced by teachers and improve teacher performance. "Teachers Clinic" is one of the programs created by the language institute as a teacher development program. Through this program, teachers have the opportunity to discuss difficulties when teaching, receive input and improve teacher performance in teaching. The research method used in this research is qualitative design. This research was conducted through face-to-face interv

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30

Happel, Tracie. "What Role does the Teachersâ€™ Union in Wisconsin have on Student Achievement?" New Trends and Issues Proceedings on Humanities and Social Sciences 2, no. 3 (2016): 34–38. http://dx.doi.org/10.18844/prosoc.v2i3.1054.

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Wisconsin has had mandated membership in its teacherâ€™s union for all public school teachers since 1959. In 2010, Wisconsinâ€™s teachersâ€™ unions have been under discussion when the new governor came into office and signed Act 10 into law, which allowed all public school teachers to have a choice in membership. Much debate, discussion and furor has surrounded this legislation. The purpose of this paper considers the impact the teacherâ€™s union has had on student achievement according to unionized and non-union teachers and the state standardized assessment.Keywords: Wisconsin; teacherâ€™s u

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31

Bloom, Lynn Z. "Finding a Family, Finding a Voice: A Writing Teacher Teaches Writing Teachers." Journal of Basic Writing 9, no. 2 (1990): 3–14. http://dx.doi.org/10.37514/jbw-j.1990.9.2.02.

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32

Lenka, S. K. "Pupil Teachers’ Attitude towards Teacher Eligibility Test (TET)." Journal of Advances and Scholarly Researches in Allied Education 15, no. 5 (2018): 1–3. http://dx.doi.org/10.29070/15/57422.

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33

Targamadze, Vilija, Vaiva Juskiene, and Mariam Manjgaladze. "TEACHER TRAINING: EDUCATIONAL ACTIVITIES FOR PRE-SERVICE TEACHERS." INTERNATIONAL JOURNAL OF MULTILINGUAL EDUCATION VI, no. 2 (2018): 37–48. http://dx.doi.org/10.22333/ijme.2018.12005.

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Teacher training has always been a challenge as teachers are prepared for work in the future, with a focus on developing the competencies required for a future person. Therefore, it is expedient to identify the competencies that he or she needs to develop. It is likely that those will be new directions of competence: creating new value, reconciling tensions and dilemmas, taking responsibility. In order to implement these or other competencies and literacies, it is necessary to model the study programmes of teacher training and educational activities used by teacher educators in pursuit of thes

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34

Kapoor, Aadit. "AIT: Artificial Intelligence Teacher (Replacing Teachers with Technology)." International Journal of Scientific Engineering and Research 4, no. 6 (2016): 1–4. https://doi.org/10.70729/ijser15842.

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35

Dr., A. C. Lal Kumar. "TEACHER EFFECTIVENESS OF HIGHER SECONDARY TEACHERS." International Journal of Computational Research and Development 1, no. 1 (2016): 66–69. https://doi.org/10.5281/zenodo.159965.

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Education is a nation building task and the process of education is largely lies in the hands of teacher. In the formal education system, infrastructure, finance and community support was provided by Government and stakeholders of education. But the process of molding the future citizens of India depends upon the quality of teacher. Effective teaching is a par excellence attribute of quality education. An effective teacher may be understood as one who helps in the development of basic skills, understanding, proper work habits, desirable attitude and value judgment. Teacher effectiveness concer

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36

Looni, Farida, Fazal Hayat, and Sheila Jogezai. "Perceptions of Teachers Regarding Teachers’ Assessment Process at Universities of Balochistan." Qlantic Journal of Social Sciences and Humanities 5, no. 1 (2024): 133–44. http://dx.doi.org/10.55737/qjssh.167679293.

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The study was sought to explore the perceptions of teachers regarding teachers’ assessment process at universities of Balochistan and to discover the perceptions of teachers regarding the process of annual confidential reports (ACRs) at Universities of Balochistan. A cross sectional descriptive design was adopted. All the faculty members of public and private sector universities of Quetta constituted the population. Convenient sampling technique has been used to select 93 teachers for data collecting data through a questionnaire. Descriptive statistics was used to analyze data. Findings of que

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37

Ebere, Wagbara S., and Obilor Esezi Isaac. "Fostering Teacher’s Education Competencies for Global Competitiveness: A Motivational Approach." Journal of Advances in Education and Philosophy 7, no. 1 (2023): 34–40. http://dx.doi.org/10.36348/jaep.2023.v07i01.005.

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Educational output is measured by the competence of teacher, and for any teacher to be competitive enough to withstand the global capability, he or she required acquisition of some level of competence skill, thus fostering teacher’s competencies for global competitiveness is a necessary issue in teacher education. Two areas of teacher's competence (teacher’s pedagogical and intercultural competence) for global competitiveness was discussed. It was pointed out that in order to enhance teachers' capacity to instruct, the subject of teacher teacher’s pedagogical and intercultural competence becom

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38

McGroarty, Mary, Julian Edge, and Keith Richards. "Teachers Develop Teachers Research: Papers on Classroom Research and Teacher Development." Modern Language Journal 80, no. 2 (1996): 234. http://dx.doi.org/10.2307/328642.

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39

Kimmelmann, Nicole, and Johannes Lang. "Linkage within teacher education: cooperative learning of teachers and student teachers." European Journal of Teacher Education 42, no. 1 (2018): 52–64. http://dx.doi.org/10.1080/02619768.2018.1547376.

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40

McGarr, Oliver, and Guillermina Gavaldon. "Recycled teacher memories and upcycled teacher memories: categorising pre-service teachers’ recollections of past teachers." Cambridge Journal of Education 49, no. 5 (2019): 623–35. http://dx.doi.org/10.1080/0305764x.2019.1581136.

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41

Haynes-Brown, Tashane. "Becoming An Effective Teacher: A Teaching Reference Book for Teachers, Teacher Educators and Student Teachers." Journal of Learning for Development 10, no. 2 (2023): 312–15. http://dx.doi.org/10.56059/jl4d.v10i2.1049.

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This is a review of the book Becoming an Effective Teacher by Kisirkoi and Cude (2021). It is designed as a resource text for pre-service and in-service teachers and teacher educators. The authors use a mix of theoretical and practical discourse that focus specifically on a key ingredient needed for effective teaching and learning in the 21st century, that is enabling teachers and teacher educators to conceptualize their classrooms in more student-centred ways. Through the presentation of 16 chapters grouped under three themes, the authors present a balanced discussion of how each component of

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42

ÖZDEMİR, Neslihan, and Paşa Tevfik CEPHE. "Teacher Burnout among Novice English Teachers in Turkish State Schools." International Journal of Language Academy 13/2, no. 54 (2025): 118–27. https://doi.org/10.29228/ijla.81490.

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In recent years, educational researchers have significantly emphasized teachers' psychological well-being. The concept of "teacher burnout" has gained prominence in studies related to foreign language teaching. It has been noted that teachers frequently experience burnout, especially during the early stages of their careers. However, the literature on burnout in foreign language teachers reveals that only a few studies have explored the connection between educational background and teacher burnout. The issue of educational background gains greater significance in the Turkish context, where gra

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43

Istifadah, Hanna, and Dwi Anggani Linggar Bharati. "Teachersâ€™ perception, plan, implementation and assessment of Letterland in teaching English vocabulary." English Education Journal 10, no. 4 (2020): 632–42. http://dx.doi.org/10.15294/eej.v10i4.38914.

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Letterland is a child-friendly, multi-sensory system to teach English for children. It is highly a sophisticated teaching technique that combines stories with pictograms of letters. However, many teachers claimed to have difficulties in implementing it properly. This study aimed to investigate how teachers perceived, planned, implemented and assessed Letterland in teaching English vocabulary and analyzed the alignment and misalignment of teachersâ€™ perception, plan, implementation and asessment of Letterland. A case study as a part of qualitative research design was employed in this study. By

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44

Winy Nila Wisudawati. "PLAYFULNESS AND TEACHER’S SELFEFFICACY OF EARLY CHILDHOOD TEACHERS." Journal of Southeast Asia Psychology (SAPJ) 12, no. 1 (2024): 15. http://dx.doi.org/10.51200/sapj.v12i1.5053.

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This study aims to determine the relationship between playfulness and self-efficacy among early childhood teachers. Playfulness is a personality trait that underlies an individual's tendency to be intrinsically motivated, have a clear orientation toward pleasure, and participate spontaneously and without restrictions. The method used in this research is quantitative research methods with a correlational research design. The tool to measure playfulness is the Adult Playfulness Traits Scale (APTS), which consists of 19 items and Norwegian Teacher Self-Efficacy Scale (NTSES) to measure teacher’s

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45

Reddy, Dr B. Yella, Dr T. I. Nagarjuna Dr. T. I. Nagarjuna, and Dr M. Sateeshnadha Reddy. "A Study of Teacher’s Commitment of Primary School Teachers." International Journal of Scientific Research 2, no. 11 (2012): 142–44. http://dx.doi.org/10.15373/22778179/nov2013/46.

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46

Alhaji, Ibrahim Muhammad, Wun Thiam Yew, and Nordin Abd Razak. "Mathematics Teacher Education Training for Quality School Teachers: An Assessment of Mathematics Teaching Needs of Preservice Teachers’." International Journal of Psychosocial Rehabilitation 24, no. 04 (2020): 2538–47. http://dx.doi.org/10.37200/ijpr/v24i4/pr201361.

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47

Volkova, E. N. "Psychological Well-being and the Structure of the teacher’s Agency." Vestnik of Minin University 12, no. 2 (2024): 9. http://dx.doi.org/10.26795/2307-1281-2024-12-2-9.

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Introduction. In positive psychology, psychological well-being is associated with personal resources that ensure creative processes and positive changes in a person’s life and activities. Considering agency as the main professional and personal resource of a teacher for positive transformations in modern education, we assume that agency acts as such a resource provided that the teacher perceives himself as a psychologically prosperous person. Psychological well-being in the study is considered within the framework of the PERMA model and represents the teacher’s self-representation of the main

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48

Hartono, Sugi, Tatag Yuli Eko Siswono, Rooselyna Ekawati, and Ebenezer Bonyah. "USING THE MOORE'S THEORY TO EXPLAIN PRESERVICE TEACHERS’ DIFFICULTIES IN PROVING OF THE TRIANGLE SUM THEOREM." Jurnal Ilmiah Ilmu Terapan Universitas Jambi 9, no. 1 (2025): 104–18. https://doi.org/10.22437/jiituj.v9i1.36349.

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This study aims to analyze the difficulties of preservice teachers’ in proving the triangle sum theorem. The method of this study is used a qualitative method with 58 of preservice mathematics teacher studying for a Bachelor of Education degree in Universitas Negeri Surabaya, Indonesia. The authors analysed the written responses to a 1 item worksheet and also conducted interviews with seven of the participants. The analysis of the data was guided by Moore’s theory which was used to identify difficulties of preservice teachers’ in proving of the triangle sum theorem. The results showed that sti

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49

Hwang, Eun-Hee, and Hyun Lee. "Kindergarten Teacher Difficulties and Needed Support Requests: Centering on Kindergarten's Student Teachers, Beginning Teachers and Experienced Teachers." Journal of the Korean Home Economics Association 48, no. 3 (2010): 31–41. http://dx.doi.org/10.6115/khea.2010.48.3.031.

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50

Obiagu, Adaobiagu Nnemdi. "Influence of Teacher's Characteristics on Civic Education Implementation in Nigeria." Journal of Culture and Values in Education 2, no. 2 (2019): 1–20. http://dx.doi.org/10.46303/jcve.02.02.1.

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There is evidence of dissatisfaction of millennials with democracy and rising populist support for non-democratic forms of governance and nationalism among them. This presents challenges for civic education implementation and calls for promotion of constructivist civic teachers. Motivated by the need to apply deep civic education in inhibiting non-democratic beliefs and promoting viable strong democracy through active citizens, the present study employed a descriptive survey to investigate the influence of teacher's gender and educational background on teacher's implementation of civic educati

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