Key pedagogical principles and their major obstacles as perceived by comprehensive school teachers

2011 ◽  
Vol 17 (3) ◽  
pp. 273-288 ◽  
Author(s):  
Päivi Atjonen ◽  
Esko Korkeakoski ◽  
Jouko Mehtäläinen
Keyword(s):  
Comprehensive School ◽  
School Teachers ◽  
Pedagogical Principles

Managing Stress and Feelings of Mastery among Swedish Comprehensive School Teachers

2001 ◽  
Vol 45 (1) ◽  
pp. 37-53 ◽  
Author(s):  
Christian Jacobsson ◽  
Anders Pousette ◽  
Ingela Thylefors
Keyword(s):  
Comprehensive School ◽  
School Teachers ◽  
Managing Stress

scholarly journals THE DEVELOPMENT OF AXIOLOGICAL ATTITUDE TO THEMSELVES AND THEIR PEERS IN PRIMARY SCHOOL CHILDREN FROM THE ORPHANAGE AND COMPREHENSIVE SCHOOL

2017 ◽  
pp. 137-142
Author(s):  
O. G. Kholodkova ◽  
S. D. Panfilova
Keyword(s):  
Primary School ◽  
Experimental Studies ◽  
Development Program ◽  
Comprehensive School ◽  
Test Method ◽  
Primary School Children ◽  
Development Programs ◽  
School Teachers ◽  
Primary School Teachers ◽  
Primary School Age

The article features current problems of development of the axiological attitude to themselves and their peers in orphanage and comprehensive school pupils of primary school age. The possibilities of the development of the axiological attitude to themselves and their peers among orphans in specially-organized conditions are studied. The article summarizes the results of an experimental study of the dynamics of the valuable relation to themselves and their peers in the implementation of correctional and development program "Live in peace with each other and friends". Valuable relation to themselves and their peers was measured by the test method Rene Gilles and "incomplete sentences", which used a modified processing of the results. The paper draws conclusions about a low level of development of the axiological attitude to peers in orphans, as well as about the effectiveness of the implementation of correctional and development programs in orphanages in terms of the development of value-semantic sphere of the person. The results of experimental studies can be useful to teachers, psychologists, social workers, primary school teachers

scholarly journals Pre-Service Teacher Career Choice Motivation: A Comparison of Vocational Education and Training Teachers and Comprehensive School Teachers in Germany

2020 ◽  
Vol 7 (2) ◽  
Author(s):  
Anne Stellmacher ◽  
Svenja Ohlemann ◽  
Jan Pfetsch ◽  
Angela Ittel
Keyword(s):  
Teacher Training ◽  
Career Choice ◽  
Vocational Education ◽  
Education System ◽  
Education And Training ◽  
Comprehensive School ◽  
Vocational Education And Training ◽  
School Teachers ◽  
Career Choice Motivation ◽  
And Training

Context: The current shortage of teachers in Germany, especially in vocational schools, is of relevance to the education system and labour market policy. To recruit future teachers more effectively, it is of great importance to gain a better understanding of pre-service teachers’ career choice motivation. However, research has concentrated so far mainly on teachers in the general education system. The present study investigates the career choice motivation of students who will become vocational education and training (VET) teachers and compares it to the career choice motivation of future comprehensive school teachers. Approach: We surveyed N = 79 teacher training students in total, 30 pre-service VET teachers and 49 pre-service comprehensive school teachers at the beginning of their university-based teacher training. To measure career choice motivation, we used the standardized questionnaire Motivation for Choosing Teacher Education (FEMOLA) including six subscales (Pohlmann & Möller, 2010). In order to compare pre-service VET and comprehensive school teachers with regard to the six scales of career choice motivation, we performed a multivariate analysis of covariance (MANCOVA). Findings: We found the highest means for the motives subject-specific and educational interest for the future VET teachers. In comparison to the pre-service comprehensive school teachers, they rated their educational interest, social influences, and utility as significantly less relevant in terms of their career choice motivation. There are no significant differences on the other three motivational scales. Conclusion: The findings show that the two groups partially differ in their motivations to become a teacher. Therefore, we can conclude that the measures for attracting new students should also be individually adapted to the motives for their career choice. For example, in a counselling interview, the motives for choosing a profession should be discussed and compared with the requirements for studying and later working life.

scholarly journals Teachers’ Work Engagement and Burnout Profiles: Associations With a Sense of Efficacy and Interprofessional Collaboration at School

2022 ◽  
Author(s):  
Anni Holmström ◽  
Heta Tuominen ◽  
Miia Tuominen ◽  
Marjaana Veermans
Keyword(s):  
Work Engagement ◽  
Latent Profile Analysis ◽  
Interprofessional Collaboration ◽  
Profile Analysis ◽  
Well Being ◽  
Comprehensive School ◽  
School Teachers ◽  
Work Related ◽  
Sense Of Efficacy ◽  
Oriented Approach

This study provides new insights into the work-related well-being of teachers, defined here as engagement and burnout, by investigating their associations with the teachers’ sense of efficacy and interprofessional collaboration in schools. Using a person-oriented approach and latent profile analysis, a sample of Finnish comprehensive school teachers (N = 355) were classified based on their work engagement and burnout. Three profiles were identified: engaged, engaged-exhausted, and burned-out. Teachers with distinct profiles differed from each other in terms of their sense of efficacy and experiences of interprofessional collaboration, suggesting that both might have an important role in enhancing work engagement and preventing burnout.

Sex differences in the estimated intelligence of school children

2002 ◽  
Vol 16 (3) ◽  
pp. 201-219 ◽  
Author(s):  
Adrian Furnham ◽  
Salima Budhani
Keyword(s):  
Sex Differences ◽  
Multiple Intelligences ◽  
School Children ◽  
Comprehensive School ◽  
Multiple Intelligence ◽  
Previous Literature ◽  
School Age Children ◽  
School Age ◽  
School Teachers ◽  
Male Superiority

This study investigated sex differences in estimated general and multiple intelligence in school children, their parents, and their teachers. There were three groups of participants: 285 (149 female, 136 male) pupils of a mixed government‐run comprehensive school, between the ages of 13 and 16 years; 93 mothers and 58 fathers of the pupils; and five female and eight male teachers. Children estimated their own and their parents' IQ, whilst the parents estimated their own and their children's IQ; the teachers estimated only the children's intelligence. The aims of this study were firstly to assess whether perceptions of male intellectual superiority were observable in school age children and school teachers, and to make direct comparisons between the children's self‐estimations and those of the parents and the teachers. Secondly, this study aimed to replicate previous literature on adult self‐estimations of overall and multiple intelligences, and to compare these to estimations by children of these adults (their parents). Fewer sex differences were observed than expected. Teachers' estimations did not follow conceptions of male superiority. The patterns of sex differences in mother and teacher estimations of children were similar to each other, as were those of fathers and children. Verbal and numerical abilities were found to be most closely related to estimations of overall IQ in all three groups. Most striking was the lack of correlation between father and daughter estimations of each other. Reasons why this study failed to replicate findings on adult samples are discussed. Copyright © 2002 John Wiley & Sons, Ltd.

scholarly journals Work conditions of comprehensive school teachers

2018 ◽  
pp. 34-38
Author(s):  
N. V. Yakovleva ◽  
O. P. Ponamareva ◽  
Yu. Yu. Gorblyansky ◽  
E. P. Kontorovich
Keyword(s):  
Work Conditions ◽  
Comprehensive School ◽  
Work Schedules ◽  
Working Process ◽  
School Teachers ◽  
Region Analysis ◽  
Complex Study ◽  
Rostov Region ◽  
Study Results

Complex study covered work conditions of teachers in primary comprehensive, secondary comprehensive and auxiliary schools in Rostov region. Analysis included data of cards for special evaluation of work conditions, according to which the work conditions correspond to 2ndclass (allowable). Specified “teacher questionnaire”, timing cards, teachers’ professiograms were used. Analysis of the study results demonstrated that examined intellectual, sensory, emotional exertion, and work schedules in certain parameters correspond to class 3.2 (intense work). The data obtained necessitate the teachers’ work conditions class to be specified according to working process intensity in special evaluation of work conditions.

scholarly journals ECONOMIC, PSYCHOLOGICAL, PEDAGOGICAL AND METHODOLOGICAL BASIS OF PROFESSIONAL TRAINING OF FUTURE TEACHERS OF PRIMARY CLASSES IN THE CONTEXT OF IDEAS OF A NEW UKRAINIAN SCHOOL

2021 ◽  
Vol 3 (38) ◽  
pp. 522-529
Author(s):  
T. Shanskova ◽  
I. Konovalchuk ◽  
N. Rudnytska ◽  
N. Kolesnyk ◽  
S. Maksymets
Keyword(s):  
Teacher Training ◽  
Primary School ◽  
Professional Training ◽  
School Teacher ◽  
Future Teacher ◽  
Primary School Teacher ◽  
Future Teachers ◽  
School Teachers ◽  
Primary School Teachers ◽  
Pedagogical Principles

Abstract. The article analyzes the trends in the change of key competencies required by the labor market. It is stated that these changes determine the new competencies that must be formed in the pupils of the school, which in turn changes the requirements for the competencies of the teacher. The directions of economic reforms of the Ukrainian school are studied and it is shown that these reforms will lead to an increase in the requirements for primary school teachers and increase the level of control over his activities from communities, whose funds will be used to finance educational institutions of each community. Therefore, as a priority area of reforming the Ukrainian school, a systematic approach to the training of future teachers was proposed, details of the reassessment of the components of this approach, the content of components and outlined new requirements for the components of primary school teacher competence. It is proved that the psychological and pedagogical principles of primary school teacher training and acquisition of professional competence are a set of interconnected components of the educational process, which form the need for improvement and interest in the profession; stimulate the education of the individual. Not only the importance of knowledge and skills, but also the qualities that will ensure an effective pedagogical process; form a proper self-assessment of the teacher and his objective assessment of students. Negative factors that may reduce the effectiveness of complex psychological and pedagogical principles of future teacher training have also been studied. It is stated that the key prerequisite for these principles should be the formation of a teacher as a person who loves children, enjoys communication and friendship with them, is able to share their joys and sorrows, and does not forget how she was a child. The system of methodical approaches of teacher training is considered and it is specified that it should aim at formation at the future teacher of aspiration of innovative pedagogical work as a basis of its self-realization. The structure of methodical approaches in modern conditions is estimated and its transience is indicated. That is, methodological approaches are only tools in the work of a teacher, and the constant search for pedagogical innovations for the desire to improve will allow him to choose the right tools from the set offered to him. The results of the study and the developed proposals will increase the effectiveness of reforming the New Ukrainian school. Keywords: competencies, system approach, education reform, professional training, future primary school teachers. JEL Classification M53 Formulas: 0; fig.: 2; tabl.: 2; bibl.: 20.

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