SHOULD BIBLE STUDIES REMAIN IN ISRAELI PUBLIC SCHOOLS? TEACHERS ATTITUDES TOWARD BIBLE TEACHING AS A MANDATORY SUBJECT

2003 ◽  
Vol 98 (2) ◽  
pp. 155-179 ◽  
Author(s):  
Israel Idalovichi
Keyword(s):  
Public Schools ◽  
Bible Studies ◽  
Bible Teaching ◽  
Teachers Attitudes

Est-il possible de définir un profil plus efficace? Comparaison entre enseignants français et italiens

CADMO ◽  
2012 ◽  
pp. 65-94
Author(s):  
Francesca Corradi
Keyword(s):  
Public Schools ◽  
Participant Observation ◽  
Three Dimensional ◽  
Reggio Emilia ◽  
Historical Period ◽  
General View ◽  
Structured Interviews ◽  
Chi Square ◽  
Chi Square Test ◽  
Teachers Attitudes

Kindergarten teachers' attitudes toward immigrant children and children of immigrant families is the subject of research conducted between 2009 and 2010. The study compares teachers in the public schools of Avignon, France, with state school teachers of Reggio Emilia, Italy. The analysis conducted mainly considered relations between two variables. However, the research tools used (participant observation, Likert type-scale questionnaire and semi-structured interviews) also allowed for the triangulation of data. The intent of this article is to elaborate on the methodological contribution to the research using multivariate analysis. This analysis provides both three-dimensional representations of the teachers' attitudes as well as individualized representations of relevant relations between variables. The statistic test of the null hypotheses, the "chi-square test" is used. The analysis points out attitude and behaviour differences between Reggio Emilia teachers and Avignon teachers. Differences are mostly observed in the synchronic dimension data analysis. Nevertheless, if the point of observation is changed and data are studied in the diachronic dimension, that general view demonstrates how a current historical period influences educational choices within a particular educational system and consequently influences teachers' attitudes.

scholarly journals Teachers’ Attitudes Towards the Introduction of ICT in Ecuadorian Public Schools

TechTrends ◽  
2020 ◽  
Vol 64 (3) ◽  
pp. 498-505 ◽  
Author(s):  
Luis E. Alvarado ◽  
Rebeca R. Aragón ◽  
Francisco D. Bretones
Keyword(s):  
Public Schools ◽  
Teachers Attitudes

Teachers Left Behind

2014 ◽  
Vol 10 (4) ◽  
pp. 16-29 ◽  
Author(s):  
Hoda Baytiyeh
Keyword(s):  
Public Schools ◽  
High Schools ◽  
Teaching And Learning ◽  
Public High Schools ◽  
Policy And Practice ◽  
Adoption Of Technology ◽  
Use Of Technology ◽  
12Th Grade ◽  
Teaching Tasks ◽  
Teachers Attitudes

Nowadays, the use of computers in education is increasing worldwide. Information technology is deemed essential for the digital generation's classrooms. However, the adoption of technology in teaching and learning largely depends on the culture and social context. The aim of this research study is to evaluate the acceptance and use of technology of 12th grade teachers in public high schools in Lebanon. The theoretical framework is drawn from the Unified Theory of Acceptance and Use of Technology (UTAUT) to investigate teachers' intentions regarding the use and acceptance of technology in their daily teaching tasks. The participants were 161 teachers in Lebanese public high schools who completed a questionnaire that reflects the UTAUT. Social influence, experience and voluntariness of use appeared to have the strongest effect on teachers' attitudes regarding the use of technology, while effort expectancy and facilitating conditions had the lowest effect. These findings suggest that public schools should implement training in technology for teachers to support their teaching tasks in the context of this current digital generation of students. The study offers a discussion of the results and recommendations for policy and practice.

scholarly journals Teachers’ Attitudes Towards English as Medium of Instruction

2019 ◽  
Vol 2 ◽  
pp. 43-54
Author(s):  
Krishna Kumar Khatri
Keyword(s):  
Public Schools ◽  
Mixed Method ◽  
Teaching And Learning ◽  
Linguistic Diversity ◽  
Mother Tongue ◽  
Secondary Level ◽  
Medium Of Instruction ◽  
The Public ◽  
Teachers Attitudes ◽  
Modern Technologies

 English as medium of Instruction (EMI) has been a genuine issue of discussion in today’s pedagogical field among the concerned stakeholders including teachers. In this concern, a mixed method study entitled ‘Attitudes of teachers towards using English as Medium of Instruction (EMI) in Public Secondary Schools of Ilam was attempted to explore the teachers’ attitude towards using EMI in the public schools and challenges faced by them in course of adopting EMI. For this, twenty secondary level English teachers were accessed purposively and data were collected using questionnaire consisting of both close ended and open-ended questions. The results of the study revealed that teachers of public schools were found aware of the basic concept of the notion of English as a medium of instruction. They were found positive in implementing EMI in conducting their daily teaching and learning activities. The study also showed that teachers of secondary level have been facing different challenges in adopting EMI in the classroom like students’ weak exposure to English, mother tongue interference, unresourceful schools and linguistic diversity in the class. The study recommended that there should be conducive and encouraging environment in the public schools for the teachers for adopting EMI in the class. The schools should be made resourceful and well equipped with modern technologies. Moreover, the teachers should be made sound with pedagogically and professionally.

Teachers’ attitudes and perceptions about preparation of public schools to assist students with type 1 diabetes

2018 ◽  
Vol 65 (4) ◽  
pp. 213-219
Author(s):  
Florentino Carral San Laureano ◽  
José Vicente Gutiérrez Manzanedo ◽  
Pablo Moreno Vides ◽  
Guillermo de Castro Maqueda ◽  
Jorge R. Fernández Santos ◽  
...  
Keyword(s):  
Type 1 Diabetes ◽  
Public Schools ◽  
Attitudes And Perceptions ◽  
Teachers Attitudes

scholarly journals Bullying against teachers and its implications on attitude towards the teaching profession – Study on a sample of teachers working in public schools in Qatar –: تنمر الطلاب ضد المعلم وأثره على اتجاه المعلم نحو التدريس – دراسة على عينة من المعلمين العاملين بالمدارس الحكومية في دولة قطر –

2020 ◽  
Vol 4 (21) ◽  
Author(s):  
Mohamed Kamal Kamel Abdelrahman, Diala R. Hawi
Keyword(s):  
Public Schools ◽  
Teaching Profession ◽  
Male And Female ◽  
Descriptive Research ◽  
Female Teachers ◽  
Different Types ◽  
Indirect Bullying ◽  
Teachers Attitudes ◽  
Shed Light ◽  
Statistical Results

The current study aimed to reveal the extent that student bullying against teachers occurs in public schools in Qatar, as well as the different forms that it takes, and how it could predict teachers’ attitudes towards the teaching profession. To achieve these goals, the study followed the descriptive research methodology where among a sample of 155 male and female teachers, we found that teachers report being subjected to two different types of bullying: 20% of them reported being exposed to direct bullying (i.e., verbal or physical assaults), while 64.8% were exposed to indirect bullying (e.g., disrespect in the classroom). Moreover, the statistical results revealed that male teachers reported being indirectly bullied more than female teachers. Furthermore, both forms of reported bullying correlated with negative teachers’ attitudes toward the profession, but indirect bullying more strongly predicted these attitudes. The implications of the current study shed light on the consequences of bullying against teachers which have negative implications on the attitude towards the teaching profession.

scholarly journals Attitudes of School Teachers in the State of Kuwait Towards the Experience of Distance Education During the Coronavirus Pandemic

2021 ◽  
Vol 11 (2) ◽  
pp. 82
Author(s):  
Ahmad Ibrahim Al-Houli ◽  
Talal Ibrahim Al-Mesad ◽  
Eisa Mohammed Al-Kandari
Keyword(s):  
Distance Education ◽  
Public Schools ◽  
Student Assessment ◽  
The State ◽  
School Teachers ◽  
Four Dimensions ◽  
Education Experience ◽  
Positive Attitudes ◽  
The State Of Kuwait ◽  
Teachers Attitudes

This study aimed to identify the attitudes of public school teachers in the State of Kuwait at various educational stages towards the experience of distance education during the COVID-19 pandemic. The descriptive approach was applied; a questionnaire consisting of four dimensions was developed to measure teachers’ attitudes towards distance education. The study sample consisted of 1028 teachers of various disciplines at all levels of education in public schools in the State of Kuwait. The results indicated that teachers had a higher degree of positive attitudes towards the distance education experience. The results also showed that there were statistically significant differences between the study sample members due to each of the following variables: the educational district and the educational stage.The results did not show statistically significant differences due to the gender variable. Additionally, the results did not show the existence of statistically significant differences due to the variable years of experience on the total degree and dimensions of scale, except for the dimension “student assessment through distance learning using the TEAMS Program” attributed to the experience category (1–5 years).

scholarly journals Changing Course: Exploring Impacts Of Waiting For Superman On Future Teachers Perspectives On The State Of Education

2012 ◽  
Vol 5 (1) ◽  
pp. 23 ◽  
Author(s):  
Aaron Jensen ◽  
Edward Janak ◽  
Timothy F. Slater
Keyword(s):  
Teacher Education ◽  
Public Schools ◽  
Effective Teachers ◽  
Undergraduate Curriculum ◽  
The United States ◽  
Educational Practices ◽  
Future Teachers ◽  
Video Documentary ◽  
National Debate ◽  
Teachers Attitudes

The controversial video documentary Waiting for Superman, released in 2010, has helped to ignite a firestorm of national debate on current educational reforms in the United States. The purpose of this study is to determine the possible impacts of the video documentary Waiting for Superman potentially influencing pre-service education teachers attitudes about education and current educational practices. Twenty-seven pre-service, post baccalaureate, teacher-education students volunteered for this exploratory study which used pre/post surveys and a focus group of six randomly chosen volunteers from the participants to determine what, if any, impact Waiting for Superman had on their view on current educational issues. This data suggests that Waiting for Superman altered students pre-existing notions about teachers unions, the importance of effective teachers, and enhanced their outlook on charter schools over public schools. This study contributes to our growing understanding of how widely disseminated video documentaries can influence attitudes about educational practices among future teachers so as to guide teacher education programs about the possible inclusion of such videos as part of the undergraduate curriculum.

scholarly journals Teachers' Attitudes Toward the Use of Technology in Social Studies Teaching

2016 ◽  
Vol 1 (1) ◽  
Author(s):  
Emin Kilinc ◽  
Seray Kilinc ◽  
Mehmet Melik Kaya ◽  
Enis Harun Başer ◽  
Hafize Er Türküresin ◽  
...  
Keyword(s):  
Public Schools ◽  
Social Studies ◽  
Developed Countries ◽  
Survey Method ◽  
Social Studies Teachers ◽  
Cluster Sampling ◽  
Use Of Technology ◽  
Teachers Attitudes ◽  
Social Studies Teaching

Technology integration in education is one of the most popular topics in the last decades. Many countries have invested millions of dollars to equip classrooms with technological devices. As well as developed countries, Turkey has conducted several projects to provide technological devices and educational materials to classrooms. Technology has the potential to increase the quality of learning and teaching process. However, having technological devices in classroom alone will not cause the increase of the quality of education. Thus, the purpose of this study is to examine teachers' attitudes toward the use of technology in social studies teaching. Understanding social studies teachers' attitudes is essential because it is a way to figure out how they integrate technology and define barriers. The authors applied quantitative survey method and used cluster sampling to choose participants. The sample of the study consisted of 155 social studies teachers who are currently teaching at middle schools. The use of technology in social studies teaching attitude scale was used to collect data. The findings revealed that teachers have positive beliefs and attitudes toward the use of technology. Also, the findings showed that teachers who are working at private schools have significantly high attitudes than others who are teaching at public schools. Moreover, teachers who took educational technology and teaching material course and attended in-service training have more positive attitudes than others.

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