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    Wyświetlanie 1-2 z 2
    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:
    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
      Wyświetlanie 1-2 z 2

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