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    Wyświetlanie 1-9 z 9
    Tytuł:
    Teachers’ Attitude towards Reflective Practice in Public and Private Sector at Higher Secondary Level
    Autorzy:
    Tabassum, Farkhanda
    Khatoon Malik, Sufiana
    Powiązania:
    https://bibliotekanauki.pl/articles/2031662.pdf
    Data publikacji:
    2014-06-30
    Wydawca:
    Wydawnictwo Adam Marszałek
    Tematy:
    reflective practice
    learning difficulties
    teaching skill
    higher secondary level
    teachers’ attitudes
    teaching learning process
    Opis:
    The study was conducted to explore teachers’ attitudes towards reflective practice in public and private sector at the higher secondary level. Objectives of the study were to investigate teachers’ attitude about the need for reflective practice in teaching and to explore teachers’ attitudes towards the use of reflective practice for understanding students’ learning difficulties. It was a descriptive study done in the Pakistani context. For this purpose, the researcher developed a questionnaire to find out teachers’ attitudes towards reflective practice. Data was collected through the stratified random sampling technique from 300 teachers teaching higher secondary classes of private and public sector higher secondary schools/ colleges. The analysis of the data was made by applying mean, SD (standard deviation), t-test and ANOVA (analysis of variance) through SPSS (statistical package for social sciences). The findings showed that teachers of both the public and private sectors did not realize the need for reflective practice at the higher secondary level for understanding students’ learning difficulties. It was recommended that teachers of the public and private sector may be aware of reflective practice through training programs. Strategies of reflective practice are supposed to be used by teachers in the teaching learning process. It is suggested that reflective practice may be mentioned in the syllabus of the training course. The findings of the presented study have implication for teachers and curriculum developers of professional development programs.
    Źródło:
    The New Educational Review; 2014, 36; 278-287
    1732-6729
    Pojawia się w:
    The New Educational Review
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Cultural and linguistic diversity in education as a challenge for teacher training
    Autorzy:
    Cabanová, Mariana
    Powiązania:
    https://bibliotekanauki.pl/articles/1956129.pdf
    Data publikacji:
    2019-12-31
    Wydawca:
    Wydawnictwo Adam Marszałek
    Tematy:
    zróżnicowanie kulturowe i językowe
    edukacja międzykulturowa
    postawy nauczycieli
    cultural and linguistic diversity
    intercultural education
    teachers’ attitudes
    Opis:
    Poprzez proinkluzywne postawy wobec uczniów z mniejszości oraz uczniów ze specjalnymi potrzebami edukacyjnymi nauczyciele przyczyniają się do ich akceptacji przez społeczność większościową. Nie tylko za granicą, ale także w Republice Słowackiej skład kulturowy populacji uległ zmianie i wciąż się zmienia z powodu migracji. W swoich klasach nauczyciele edukują uczniów z różnych kultur, których język ojczysty różni się od języka, w którym prowadzona jest edukacja. Na podstawie literatury wydaje się, że duża liczba przyszłych oraz aktywnych nauczycieli jest wciąż niewystarczająco przygotowana do pracy z kulturowo i językowo zróżnicowanymi uczniami (Flores and Smith, 2008, za: Vázquez- -Montilla Just and Triscari, 2014). Na podstawie analizy wyników PISA 2009 (OECD, 2010c), można stwierdzić, że osiągnięcia uczniów o pochodzeniu imigracyjnym, z kulturowo i językowo odmiennych środowisk, w międzynarodowych testach warunkowane są również ich umiejętnością radzenia sobie z wypełnianiem tego typu testów. W artykule zaprezentowano cele projektu badawczego, skoncentrowanego na uchwyceniu stosunku studentów edukacji przed- i wczesnoszkolnej do zróżnicowania kulturowego i językowego w edukacji.
    Through their pro-inclusive attitudes towards learners from minorities and learners with special educational needs, teachers contribute to their acceptance by the majority and intact population. Not only abroad but also in the Slovak Republic, due to migration the cultural composition of the population has been changing. Teachers in their classes educate learners from different cultures, whose mother tongue differs from the language they are being educated in. On the basis of the literature, it appears that a large number of pre-service and in-service teachers still find themselves insufficiently prepared for work with the culturally and linguistically diverse pupils (Flores, Smith 2008 cited by Vázquez-Montilla, Just and Triscari, 2014). On the basis of the analysis of PISA 2009 findings (OECD, 2010c), it appears that the achievements of learners with immigrant background, hence from a culturally and linguistically different environment, within international testing are also influenced by their success in testing. The article comprises a presentation of the aims of a research project focused on capturing attitudes of pre-primary and primary education students towards the cultural and linguistic diversity within education.
    Źródło:
    Edukacja Międzykulturowa; 2019, 11, 2; 127-135
    2299-4106
    Pojawia się w:
    Edukacja Międzykulturowa
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Teachers’ Attitudes to Education Transformation in Czech Schools
    Autorzy:
    Šimíčková, Helena
    Powiązania:
    https://bibliotekanauki.pl/articles/28409136.pdf
    Data publikacji:
    2005-03-31
    Wydawca:
    Wydawnictwo Adam Marszałek
    Tematy:
    teachers’ attitudes
    risky factors for adoption of the Czech schools transformation
    reflection of the teacher’ s work
    self-reflection
    research problems
    questions and hypotheses
    research aims
    interpretation of research results
    conclusions for pedagogical practice
    Opis:
    The text deals with teachers’ attitudes and opinions of the transformation of the Czech schools. It answers the following question: Which are the risky factors for current teachers to be able to adopt the concept of the integrated teaching process and to be able to get rid of residue of the encyclopaedic approach to the teaching process in Czech schools. Teachers’ attitudes and their connection with reflection of their work and their self-reflection are defined briefly. The author describes research problems, questions, hypotheses and aims of the research realised in 20 schools in the city of Ostrava and its neighbourhood within the Research Project of our organisation named New Opportunities in Education of Teachers, Educators and Pupils for the Learning Society of the 21st Century (VZO CEZ: JOB/98: 174500001) during the years 2000– 2003. She interprets results of this research and conclusions following from it for the pedagogical practice.
    Źródło:
    The New Educational Review; 2005, 5; 117-127
    1732-6729
    Pojawia się w:
    The New Educational Review
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    The Study of Teachers’ Attitudes towards Inclusive Education Practice: The Case of Russia
    Autorzy:
    Chepel, Tatyana
    Aubakirova, Saule
    Kulevtsova, Tatyana
    Powiązania:
    https://bibliotekanauki.pl/articles/2004924.pdf
    Data publikacji:
    2016-09-30
    Wydawca:
    Wydawnictwo Adam Marszałek
    Tematy:
    teachers
    attitudes
    inclusive education
    administrators
    Russia
    Opis:
    The aim of the present study was to investigate the attitudes of teachers and school administration towards inclusion. A distinctive feature of this study is the gradual increase in the number of its members as a result of the annual increase in the number of inclusive schools that was also reflected in the qualitative composition of the sample. The study was conducted with the use of a questionnaire distributed among teachers and school administration. The article presents the results of a 3-year study, which made it possible to track changes in their attitudes towards inclusive education. Results show that in general all the participants have a positive attitude towards inclusion. However, there is a difference between the groups of teachers and administrators, as well as the groups of teachers in rural and urban schools.
    Źródło:
    The New Educational Review; 2016, 45; 235-246
    1732-6729
    Pojawia się w:
    The New Educational Review
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Knowledge, Attitude and Usage of Information and Communication Technology (ICT) and Digital Resources in Pre-Service Teachers
    Autorzy:
    Nair, Harshith B.
    Karan, S. P.
    Powiązania:
    https://bibliotekanauki.pl/articles/29520788.pdf
    Data publikacji:
    2024-03-31
    Wydawca:
    Wydawnictwo Adam Marszałek
    Tematy:
    ICT
    digital resources
    pre-service teachers
    attitudes
    Opis:
    It is important to understand information and communication technology (ICT) and digital resources in classroom teaching and learning processes. Pre-service teachers’ attitudes towards ICT and digital resources in teaching and learning processes are important for positive attitudes in students towards these tools. The study employs a mixed methods study targeted teachers who have completed their internship training to understand the knowledge, attitude and usage of ICT and digital resources tries to find a correlation between these three facets. It employs a questionnaire with validated tools for measuring attitude, knowledge and usage of ICT and Digital Resources and the results are tabulated. Using statistical analysis of mean and standard deviation, the study affirms a positive correlation between Knowledge, attitude and usage of ICT and Digital Resources by Pre-Service teachers.
    Źródło:
    The New Educational Review; 2024, 75; 228-243
    1732-6729
    Pojawia się w:
    The New Educational Review
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Attitudes of Indian and Polish teachers towards inclusion of children and youth with disabilities in regular classrooms. A comparative analysis
    Autorzy:
    Ćwirynkało, Katarzyna
    Parchomiuk, Monika
    Gregory, Jess
    Ravi, Sunitha
    Powiązania:
    https://bibliotekanauki.pl/articles/22665862.pdf
    Data publikacji:
    2023-12-31
    Wydawca:
    Wydawnictwo Adam Marszałek
    Tematy:
    inclusion of students with disabilities
    teachers
    attitudes
    India
    Polska
    Opis:
    Education of children with disabilities across the globe has been gradually evolving from segregation towards inclusion. The systems in Poland and India have also been following this path, yet due to their own unique historical, cultural, and social contexts, these countries have adopted rather dissimilar approaches to the process of inclusion. What is presented in this report are the results of the study, which aimed to explore both the attitudes of Polish and Indian teachers towards inclusive education of students with special educational needs resulting from mild to moderate disabilities and the significance of selected factors for their differentiation. Polish teachers generally declared more positive attitudes than Indian teachers. Two variables in Indian teachers (the location of the school where the respondents worked and personal contacts with people with disabilities) and one variable in Polish teachers (seniority) turned out to be important in differentiating their attitudes towards inclusion. Implication for practice and further research are discussed.
    Źródło:
    Edukacja Międzykulturowa; 2023, 23, 4; 119-132
    2299-4106
    Pojawia się w:
    Edukacja Międzykulturowa
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Slovak Primary Education Teachers’ Views about and Attitudes towards Contents of Work and Technical Education
    Autorzy:
    Huľová, Zlatica
    Šukolová, Denisa
    Powiązania:
    https://bibliotekanauki.pl/articles/1998311.pdf
    Data publikacji:
    2017-03-31
    Wydawca:
    Wydawnictwo Adam Marszałek
    Tematy:
    female teachers
    primary education
    technical competence
    views
    attitudes
    feminisation
    Opis:
    The contribution is aimed at study of views and attitudes towards the contents of Technical education from the perspective of elementary school female teachers in Slovakia. Their measurement was carried out by a self-designed questionnaire which was a part of the research methods used (content analysis of curricular documents, international comparison, interview and observation). The originally designed questionnaire included items aimed at finding out views (evaluation of the importance of contents of education) and attitudes (cognitive, affective and conative components) of primary education teachers towards the contents of Technical education in the 4t form of elementary school. The research sample consisted of 334 female teachers. According to results of analysis, teachers considered such themes as traditions and crafts or catering to be more important than themes connected with the use of technical materials and design and they also had more positive attitudes to such themes. Another conclusion is that explanations of the views on the importance of the preferred themes were accounted for mainly by the affective component of teachers’ attitudes.
    Źródło:
    The New Educational Review; 2017, 47; 165-175
    1732-6729
    Pojawia się w:
    The New Educational Review
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Teachers’ Attitudes towards Mandatory and Optional Professional Development Programmes in the Republic of Serbia
    Autorzy:
    Gavranović, Valentina
    Alčaković, Slavko
    Powiązania:
    https://bibliotekanauki.pl/articles/20311736.pdf
    Data publikacji:
    2023-09-30
    Wydawca:
    Wydawnictwo Adam Marszałek
    Tematy:
    teachers’ professional development
    attitudes
    motivation
    mandatory and optional professional programmes
    Opis:
    This study focuses on teachers’ professional development practices in the Republic of Serbia, presenting the results obtained from questionnaires of mixed research conducted to investigate teachers’ attitudes towards different forms of professional development programmes, how often teachers participate in them, and why. The results show a high degree of correlation between their positive attitudes and the frequency of participation when teachers are externally motivated, and no correlation if they self-direct their professional development. The research draws attention to the need to re-examine the existing teacher professional development policies considering the needs of teachers and their teaching practices.
    Źródło:
    The New Educational Review; 2023, 73; 201-211
    1732-6729
    Pojawia się w:
    The New Educational Review
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    National identity of future teachers in Slovakia and Serbia
    Autorzy:
    Kariková, SoŇa
    Šimoniová-Černáková, Ruženka
    Powiązania:
    https://bibliotekanauki.pl/articles/1956388.pdf
    Data publikacji:
    2017-06-30
    Wydawca:
    Wydawnictwo Adam Marszałek
    Tematy:
    tożsamość narodowa
    tożsamość etniczna
    nastawienia etniczne
    przyszli nauczyciele
    edukacja międzykulturowa
    national identity
    ethnic identity
    ethnic attitudes
    future teachers
    intercultural education
    Opis:
    W artykule porównano konstruowanie tożsamości narodowej przyszłych nauczycieli w Słowacji i Serbii. Pomiaru tożsamości narodowej dokonano przy pomocą skali NAIT (National Identity Scale)1. Badana grupa składała się ze 163 studentów narodowości słowackiej i 163 narodowości serbskiej (N – 326), 12% mężczyzn i 88% kobiet. W obrębie obu badanych grup, poprzez międzykulturowe analizy porównawcze, dokonano ewaluacji parametrów wyniku surowego ankiety. Wyniki badań wskazują, że przyszli nauczyciele w Słowacji prezentują wyższy poziom i większą stałość tożsamości narodowej. Jednocześnie badanie dowodzi, że świadomość narodowa słowackich przyszłych nauczycieli wzmacniana jest poczuciem patriotyzmu, a serbskich studentów – poczuciem nacjonalizmu. Wyniki omówione zostały w kontekście szkolenia przyszłych nauczycieli, z perspektywy tolerancji i międzykulturowości. Konkluzja zawiera szkic koncepcji edukacji międzykulturowej.
    The paper is focused on the comparison of the national identity construct between future teachers in Slovakia and Serbia. The National Identity Scale NAIT was used for measuring national identity31. The research sample included 163 students with Slovak nationality and 163 Serbian nationality students (N – 326). The total number included 12% men and 88% women. Within both examined groups, the intercultural comparison analyses evaluated the parameters of the raw score from the questionnair. The research findings indicate that the future Slovak teachers show higher level and consistency of national identity. At the same time, the research proves that future Slovak teachers’ national awareness is encouraged mainly by the feeling of patriotism, Serbian students are more stimulated by the feeling of nationalism. The results are discussed in the context of future teachers´ training from the perspective of tolerance and multiculturalism. The conclusion provides a draft of an intercultural education concept.
    Źródło:
    Edukacja Międzykulturowa; 2017, 6, 1; 53-72
    2299-4106
    Pojawia się w:
    Edukacja Międzykulturowa
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
      Wyświetlanie 1-9 z 9

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