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Tytuł:
Pedagogical Beliefs of Arab Mathematics and Religion Teachers in Northern Israel
Przekonania pedagogiczne arabskich nauczycieli matematyki i religii w północnym Izraelu
Autorzy:
Goldberg, Chen
Ishan, Gamal
Powiązania:
https://bibliotekanauki.pl/articles/1075348.pdf
Data publikacji:
2020-12-29
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
pedagogical beliefs
mathematics teachers
religion teachers
Arab teachers
Opis:
The aim of the current study is to examine the relationship between the pedagogical beliefs of teachers and their profession and to examine how this relationship affects teachers’ self-efficacy perception, satisfaction, and other functional characteristics of the teacher within the educational system. More specifically, the study seeks to compare the pedagogical beliefs of Muslim teachers who teach Religion subjects (i.e. Islamic studies) and the pedagogical beliefs of teachers of secular studies (i.e. Mathematics). According to the proposed research model, the teaching profession (that is, teaching religious Islam or teaching Mathematics) divergently affects the nature of teachers’ pedagogical beliefs, through which they function and perceive their role as teachers. The focus of our study is Arab teachers of Islam versus Arab mathematics teachers, who reflect traditional pedagogical beliefs on two levels, first by selecting teachers belonging to the Muslim minority in Israel, but also in the context of the distinction between teaching. The study hypothesis suggests that there is a difference between the pedagogical beliefs of teachers of Islamic studies and the pedagogical beliefs of Mathematics teachers. In particular, it seeks to examine the claim that teachers of Islamic studies will have a strong traditional belief and weaker constructive belief compared to teachers of secular studies. This research hypothesis has not been confirmed. In fact, except in terms of teachers’ satisfaction, no differences between the two types of teachers were found. This might indicate a change in the Arab society which deviates from the traditional Islamic halakhic approach that focuses almost entirely on religious studies and adopts a more modernized and liberal educational approach, centered on a Western education model and secularism.
Źródło:
Studia Edukacyjne; 2020, 58; 279-290
1233-6688
Pojawia się w:
Studia Edukacyjne
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Psychologiczna gotowość nauczycieli do tworzenia efektywnego środowiska e-edukacji: koncepcja badań
Psychological readiness of teachers to create effective e-education environment - research concept
Autorzy:
Kaliszewska-Czeremska, Katarzyna
Laconi, Stephanie
Powiązania:
https://bibliotekanauki.pl/articles/425999.pdf
Data publikacji:
2015-09-30
Wydawca:
Szkoła Główna Handlowa w Warszawie
Tematy:
e-education
teachers
prospective teachers
psychological readiness of teachers
Opis:
New needs of contemporary students caused by technology development and the change of the character of relations between students and teachers pose a challenge for the present-day school. Preparation of didactic staff for e-education seems to be in this context one of the most important tasks of the contemporary education system. If we want to prepare future generations of teachers to work in the dynamically changing educational reality, we need to take care of expanding the scope of competencies of this labor group. Shaping readiness to create an effective e-education environment appears to be a beneficial approach, important for both sides participating in the process of formal education. Yet, preparing an educational offer that would be adequately adjusted to the needs of particular labor group requires, in the first place, proper recognition of those needs. An accurate diagnosis of teachers' and prospective teachers' readiness to create effective e-education environments could enable optimization of actions in this area. In this article, issues connected with the preparation of teachers and prospective teachers to work in e-education have been discussed. Also, the author's proposition of a psychological examination of teachers' readiness at different stages of professional development to create effective e-education environments has been presented here.
Źródło:
e-mentor. Czasopismo naukowe Szkoły Głównej Handlowej w Warszawie; 2015, 4 (61); 32-37
1731-6758
1731-7428
Pojawia się w:
e-mentor. Czasopismo naukowe Szkoły Głównej Handlowej w Warszawie
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Problemy kształcenia i doskonalenie nauczycieli w Polsce – w kierunku profesjonalizacji zawodu
Problems of education and teacher training in Poland – towards professionalisation of the profession
Autorzy:
Szempruch, Jolanta
Powiązania:
https://bibliotekanauki.pl/articles/2194779.pdf
Data publikacji:
2022
Wydawca:
Kancelaria Sejmu. Biuro Analiz Sejmowych
Tematy:
education of teachers in Poland
teachers’ professional training
teachers’ competences
Opis:
The article presents a general analysis of the problems concerning education and teacher training in Poland. The aim of the paper is to discuss the main concepts and solutions used in education and teacher training, taking into account continuity and the uniqueness of professional formation and supporting teachers in their development. The author focuses also on the analysis of the process of education and teacher training in the perspective of the development of their professionalism and professional pragmatics. The solutions in teacher training, used in some countries that educate the best teachers in the 21st century, are shown. In this context, recommendations for changes in the process of education and teacher training in our country are presented.
Źródło:
Studia BAS; 2022, 2(70); 27-47
2080-2404
2082-0658
Pojawia się w:
Studia BAS
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Addressing the (ELF)ant in the Room – the views of Polish teachers of English on English as a Lingua Franca
Autorzy:
Paciorkowski, Tomasz
Powiązania:
https://bibliotekanauki.pl/articles/2231696.pdf
Data publikacji:
2022-10-06
Wydawca:
Komisja Nauk Filologicznych Polskiej Akademii Nauk, Oddział we Wrocławiu
Tematy:
ELF
Polish
FL teachers
Polska
FL teachers’ attitudes
FL teachers’ beliefs
Opis:
Students' and teachers’ attitudes towards English as a lingua franca (ELF) have been a fertile research area in recent years. Nevertheless, Polish in-service teachers' views have been neglected. The present study addresses this gap in research and examines the beliefs and attitudes held by a group of eighty Polish in-service teachers towards ELF. The participants completed a survey that consisted of quantitative and qualitative questions. The data were analysed using both statistical and thematic analysis. The results obtained in the study suggest that teachers' awareness and views on ELF are rather negative and distrustful. They mostly see ELF as a useful and necessary concept, yet continue recognising native pronunciation, grammar, and vocabulary models as their teaching goals. The data also suggest that a gap in teacher education programmes exists as the respondents either do not know or do not believe that Outer Circle Englishes are legitimate native varieties. Teachers also retain stereotypical views on Polish and native accents, perceiving the latter positively and the former negatively. This paper strongly suggests that teacher education programmes in Poland should ensure students and future teachers are aware of developments in the field of English Language Teaching.
Źródło:
Academic Journal of Modern Philology; 2022, 15; 235-255
2299-7164
2353-3218
Pojawia się w:
Academic Journal of Modern Philology
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Czy praca nauczycieli jest ceniona?
Is the teacher’s work valued?
Autorzy:
Piwowarski, Rafał
Czerepaniak-Walczak, Maria
Radziewicz-Winnicki, Andrzej
Powiązania:
https://bibliotekanauki.pl/chapters/1035783.pdf
Data publikacji:
2020-12-11
Wydawca:
Uniwersytet Warszawski. Wydawnictwa Uniwersytetu Warszawskiego
Tematy:
nauczyciele
ocena zawodu nauczycielskiego
zarobki nauczycieli
teachers
teachers’ profession assessment
teachers’ salaries
Opis:
This text primarily draws from current Polish and international data and is divided into two main parts. Firstly, when we consider the question whether the work of a person, group of people or professions is valued, we have several options for expressing this assessment. We can use the opinions of people (more or less objective and authoritative), i.e. what people think about a given job or profession. These can be opinion surveys regarding the hierarchy of professions according to social respect, prestige, honesty, reliability and trust. Finally, in the opinion-based assessment group – the beliefs of the representatives of the teacher profession are an important aspect of the assessment. In some cases it shows great diversification between these two groups (society and teachers). The second, more measurable group of indicators that are the basis for formulating the assessment of the profession are earnings. They are compared to the earnings in other professions, the salaries of people with similar education and in comparison to earnings in a given profession in many countries. The presented data and analysis concern mainly teachers as a whole professional group. In the text, the author focuses on the issues identified at the beginning, concerning the two groups and related not only to Polish teachers.
Źródło:
Pedagogika i edukacja wobec kryzysu zaufania, wspólnotowości i autonomii; 267-286
9788323543039
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Slovak Teacher’s Transformational Leadership and Student Teachers’ Ideas: A Comparative Study
Autorzy:
Ďuricová, Lenka
Frgelcová, Estera
Powiązania:
https://bibliotekanauki.pl/articles/2034199.pdf
Data publikacji:
2022-03-31
Wydawca:
Wydawnictwo Adam Marszałek
Tematy:
transformational leadership
leadership practices
teachers
student teachers
Opis:
The contribution brings an analysis of transformational leadership among Slovak secondary education teachers in comparison with ideas of student teachers. The research sample consists of secondary education teachers (N = 142) and student teachers (N = 142). Data are obtained from the Slovak version of the LPI/Leadership Practices Inventory. Results indicate statistically significant differences in three dimensions favouring students against teachers: Model the Way, Challenge the Process, Enable Others to Act. Slovak students consider transformational leadership practices essential as Slovak teachers apply them in their daily practice. Results are discussed mainly from the perspective of ontogenetic and educational practice.
Źródło:
The New Educational Review; 2022, 67; 185-195
1732-6729
Pojawia się w:
The New Educational Review
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Znaczenie religijności w życiu prywatnym nauczycieli
The Importance of Religiousness in Teachers’ Private Life
Autorzy:
Krysztofik-Gogol, Elżbieta
Powiązania:
https://bibliotekanauki.pl/articles/952074.pdf
Data publikacji:
2014
Wydawca:
Uniwersytet w Białymstoku. Wydawnictwo Uniwersytetu w Białymstoku
Tematy:
religiousness
teachers
Opis:
The text contains fragments of research results conducted within the framework of the project about dimensions of teachers’ religiousness (in Bialystok). Methodological conception of research was based on the diagnostic procedure and the triangulation strategy of methods and sources. In the quantitative orientation two research tools were used: The Santa Clara Strength of Religious Faith Questionnaire (T.G. Plante, M. Boccaccini) and Dimensions of the Religiousness Questionnaire (E. Krysztofik-Gogol). The biographical method with the semi-structured interview was used in the quality research orientation. Religiousness appears to a different degree and in a different way in teachers’ life. In the individual aspect of teachers’ life, religiousness constitutes a strong source of support in making important decisions and religious coping strategy. In the family life of examined teachers religiousness is connected with religious traditions and constitutes the element of educational influences. A social dimension of religiousness in teachers’ life is connected with tolerance shown to people of different faith.
Źródło:
Pogranicze. Studia Społeczne; 2014, 23; 249-264
1230-2392
Pojawia się w:
Pogranicze. Studia Społeczne
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Namysł nad osobistymi przekonaniami na temat dziecka jako wyzwanie dla filozofii edukacyjnej nauczyciela (FEN)
Reflection on personal beliefs as a challenge for teacher’s educational philosophy (TEP)
Autorzy:
Lemańska-Lewandowska, Ewa
Powiązania:
https://bibliotekanauki.pl/articles/1387981.pdf
Data publikacji:
2017-05-24
Wydawca:
Uniwersytet Gdański. Wydawnictwo Uniwersytetu Gdańskiego
Tematy:
teacher’s educational philosophy (TEP)
child
teacher’s reflection
teacher’s
personal beliefs
Opis:
The article presents the construct of the teacher’s educational philosophy in relation to thinking about the child and the student. The analysis of different ways regarding teacher’s thinking about his own decisions and actions towards the child reveals the sources and the ways of creating a personal educational philosophy. Individual beliefs about the students, nature of their development, their minds, their knowledge and learning processes can contribute to the continuous reflection and crystallization of TEP. In the following text the attention was also paid on possible teacher’s pedagogies that may arise from the mentioned reflection.
Źródło:
Problemy Wczesnej Edukacji; 2017, 38, 3; 116-123
1734-1582
2451-2230
Pojawia się w:
Problemy Wczesnej Edukacji
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
English language teachers’ conceptualizations of one-to-one private tutoring: An international phenomenographic study
Autorzy:
Werbińska, Dorota
Bozyiǧit, Elif
Guerra, Luis
Ekiert, Małgorzata
Kӧse, Serhan
Powiązania:
https://bibliotekanauki.pl/articles/911931.pdf
Data publikacji:
2019-12-15
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
English private tutoring
henomenography
language teachers
teachers’ conceptualizations
Opis:
Private English tutoring, understood as the paid English teaching service offered to students to supplement their learning of English at school or prepare them for an examination in English, has become a popular out-of-school learning activity. In order to obtain deeper insights into its intricacies, the need arises to examine the experience of one of its pivotal stakeholders – the private tutors. This article is based on a phenomenographic study with a view to investigating the conceptions of private tutoring held by 15 English teachers from three countries (Poland, Portugal, and Turkey) who offer private teaching services in English in their local contexts. The findings suggest that there are at least three conceptions according to which private tutoring can be experienced by the participants: as a source of income, as helping, and as professional development. The study also poses the question if there is space for formal training of private tutors and calls for further research into English private tutoring
Źródło:
Glottodidactica. An International Journal of Applied Linguistics; 2019, 46, 2; 175-196
0072-4769
Pojawia się w:
Glottodidactica. An International Journal of Applied Linguistics
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Teachers’ Professional Development and Burnout Syndrome
Autorzy:
Koczoń-Zurek, Sabina
Powiązania:
https://bibliotekanauki.pl/articles/31342771.pdf
Data publikacji:
2007-03-31
Wydawca:
Wydawnictwo Adam Marszałek
Tematy:
teachers’ professional development
burnout syndrome
teachers’ professional activity
Opis:
The author of the article aims to present in short the results of the empirical verification of R. Kwaśnica’s concept concerning teachers’ professional development. The first part of the article deals with theoretical matters: the understanding of professional development and burnout syndrome. These terms are presented as opposing. Ch. Maslach’s theory on burnout along with Kwaśnica’s views were the basis of the research. The research was done from 2000 – 2002 on the sample of 257 teachers from different schools in different parts of Poland. In the second part of the article chosen results are referred: a diagnosis of professional development phases: preconventional, conventional, postconventional and the states of teachers’ professional activity: expanding from not disturbed activity, through first symptoms of burnout to burnout syndrome. Some essential conclusions can be drawn from the research. First of all, professional development can protect teachers from experiencing burnout, mainly due to growing professional competences, job adaptation and increasing creativity in teachers’ attitude. Moreover, it turned out that, depending on the phase of professional development, different factors stimulate teachers’ growth- these factors must be strengthened to prevent from burnout.
Źródło:
The New Educational Review; 2007, 11; 231-238
1732-6729
Pojawia się w:
The New Educational Review
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Teachers’ Pedagogical Beliefs as Predictors of Teacher Burnout
Autorzy:
Depolli Steiner, Katja
Powiązania:
https://bibliotekanauki.pl/articles/2031773.pdf
Data publikacji:
2014-09-30
Wydawca:
Wydawnictwo Adam Marszałek
Tematy:
primary school teachers
teachers’ pedagogical beliefs
teacher burnout
Opis:
The presented study examined the relationship between teachers’ pedagogical beliefs and their experience of burnout. Its participants were 230 schoolteachers from fourteen Slovenian primary schools. The Questionnaire of Teacher Pedagogical Beliefs and Maslach Burnout Inventory-Educators Survey were applied. The findings suggest pedagogical beliefs as predictors of teacher burnout dimensions. Teachers’ negative pedagogical beliefs about students’ behavior and discipline maintenance are related to a greater experience of emotional exhaustion whilst negative beliefs about teachers’ trust in students and the role and responsibility of the teacher are related to a greater experience of depersonalization and decreases in personal accomplishment.
Źródło:
The New Educational Review; 2014, 37; 177-187
1732-6729
Pojawia się w:
The New Educational Review
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
The Model of Specialised Artistic Competences of Early Childhood Teachers. Conceptual Approach
Autorzy:
Mazepa-Domagała, Beata
Powiązania:
https://bibliotekanauki.pl/articles/1964038.pdf
Data publikacji:
2021-03-31
Wydawca:
Wydawnictwo Adam Marszałek
Tematy:
teachers’ professional competences
teachers’ specialised artistic competences
pedeutology
Opis:
The present paper is the result of a reflection on the professional competences of early childhood teachers. It outlines the considerations on understanding the concept of competences, taking into account their ambiguity and varying semantic scope. The original understanding of specialised artistic competences of the early childhood teachers was presented in conceptual terms and an attempt was made to present the original model of the specialised artistic competences of early childhood teachers in the form of a three-segment structure, created by the distinguished areas of this competence, named by the author as domains of competence, together with their components and basic indicators. The study is addressed to researchers studying this issue and teachers of early school education, it is also supposed to be a voice in the discussion on shaping and development of the specialised artistic competences of early childhood teachers and, according to the author, to encourage reflection in this field.
Źródło:
The New Educational Review; 2021, 63; 161-173
1732-6729
Pojawia się w:
The New Educational Review
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Relations Between Teachers’ Epistemological Beliefs and Teaching Practice in Serbia
Autorzy:
Milutinović, Jovana J.
Anđelković, Aleksandra K.
Powiązania:
https://bibliotekanauki.pl/articles/1969299.pdf
Data publikacji:
2018-09-30
Wydawca:
Wydawnictwo Adam Marszałek
Tematy:
constructivism
teachers’ epistemological beliefs
teachers’ professional development
teaching practice
Opis:
Theoretical framework within which this paper is set is the conception of teachers’ epistemological beliefs. The author’s attention is focused on the classification of teachers’ beliefs in the realistic, contextual and relativistic approach. The question that permeates this study is whether the teacher’s beliefs are consistent with their work in practice. A questionnaire was made for the purpose of the research and the sample encompasses 420 teachers in Serbia. Results show that the subjects mostly estimate that they belong to a constructivist profile. However, their answers indicate that their acting is different from their self-assessment. Research findings imply a need for an awakening of teachers with regards to personal epistemologies.
Źródło:
The New Educational Review; 2018, 53; 239-249
1732-6729
Pojawia się w:
The New Educational Review
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Chinese secondary school teachers’ conceptions of L2 assessment: A mixed-methods study
Autorzy:
Ma, Maggie
Bui, Gavin
Powiązania:
https://bibliotekanauki.pl/articles/1902588.pdf
Data publikacji:
2021-09-13
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
Chinese EFL teachers
teachers’ conceptions of assessment
assessment practices
Opis:
Teacher conceptions of assessment influence their implementation of learning-focused assessment initiatives as advocated in many educational policy documents. This mixed-methods study investigated Chinese secondary school teachers’ conceptions of L2 assessment in the context of an exam-oriented educational system which emphasizes English grammar, vocabulary and reading comprehension skills. For the quantitative part of the study, survey data were collected to gauge the conceptions of assessment held by 66 senior secondary EFL teachers from six schools in Eastern China. For the qualitative part, case studies of two teachers from schools with different rankings were conducted. Quantitative results showed that the teacher participants as a group agreed most with the view that assessment is to help learning. However, there was a strong association between two factors, that is, the assessment as accurate for examination and teacher/school control factor, and the assessment as accurate for student development factor. The strong association indicated that it may be less likely for the group of teachers to adopt the formative assessment initiatives emphasizing student development as promoted in the English curriculum reform. Qualitative findings further revealed individual differences in the two case study teachers’ conceptions and practices of assessment as well as the interplay among meso-level (e.g., school factor), micro-level (e.g., student factor), and macro-level (e.g., sociocultural and policy contexts) factors in shaping the teachers’ different conceptions and practices of assessment. A situated approach has been proposed to enhance teachers’ assessment literacy.
Źródło:
Studies in Second Language Learning and Teaching; 2021, 11, 3; 445-472
2083-5205
2084-1965
Pojawia się w:
Studies in Second Language Learning and Teaching
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
ENRIQUE PEÑA NIETO’S EDUCATION REFORM IN THE WAITING ROOM
Autorzy:
Wątróbka, Magdalena Małgorzata
Powiązania:
https://bibliotekanauki.pl/articles/642964.pdf
Data publikacji:
2017
Wydawca:
Fundacja Copernicus na rzecz Rozwoju Badań Naukowych
Tematy:
education system
education reform
centralization
teachers’ union
teachers’ evaluation
Opis:
The analysis provided in this article aims to explain and disclose the processes that have influenced the education system in Mexico since the Aztec Empire, until the presidency of Enrique Peña Nieto. One of the issues presented in this paper is relation established by political party PRI (Partido Revolucionario Institucional) who rules Mexico for more than 70 years and institutions responsible for education, leading to centralization. The consequence of these processes is the attempt to introduce education reform by the government Enrique Peña Nieto. Without a doubt, the most important question asked in this article is „why education reform causes so many emotions among the teachers, especially members of the union and their associating organizations?”.
Źródło:
The Copernicus Journal of Political Studies; 2017, 2
2299-4335
Pojawia się w:
The Copernicus Journal of Political Studies
Dostawca treści:
Biblioteka Nauki
Artykuł

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