scholarly journals A kreativitás megítélése a munkaerőpiacon (Creativity from view of job market)

2013 ◽  
pp. 2-13 ◽  
Author(s):  
Zita Zoltayné Paprika ◽  
Viktor Nagy
Keyword(s):  
Higher Education ◽  
High School ◽  
Quantitative Analysis ◽  
High School Teachers ◽  
Job Market ◽  
School Teachers ◽  
On Line ◽  
Definition Of ◽  
Hr Managers ◽  
The Eu

A cikk két, felsőoktatásban dolgozó oktató és kutató törekvése arra, hogy feltérképezze a frissen végzett egyetemi hallgatókkal szemben, a munkaerőpiac oldaláról érkező kreativitással kapcsolatos elvárásokat. Az alapötlet egy EU-kreativitáskutatásból nőtt ki, melyben magyar középiskolai tanárok is közreműködtek. A szerzők kutatásukba beépítettek egy válaszokat tartalmazó adatbázist (337 fő). Ezt követően generáltak egy másik mintát, amely az egyetemi hallgatókat fedte le (292 fő). A lánc harmadik elemeként on-line formában és személyes lekérdezéssel 112 HR-szakember véleményét kérdezték meg a kreativitás fontosságával, mérhetőségével, az ötletet adó EU-projekt kreativitással kapcsolatos állításaival és a kreativitás definíciójával kapcsolatban. Cikkük a válaszok kvantitatív feldolgozásának eredményeit ismerteti. ______ The paper is the product of a professor’s and a researcher’s (both working in higher education) aim to determine the expectations of the job market as regards creativity in fresh graduates. The idea for this came from an EU creativity study which had included Hungarian high school teachers. The authors have integrated the database (337 persons) of these teachers’ answers into the study. They also generated a second sample that covered university students (292 persons). As a third element, the authors assessed the opinion of 112 HR managers online and in person as regards the importance and measurability of creativity, as well as their views on the statements pertaining to and definition of creativity as given in the EU creativity project. The paper presents the results of the quantitative analysis of the responses.

Pedagogical Professionalism of the Modern Higher School Teacher

2016 ◽  
Vol 4 (6) ◽  
pp. 31-36
Author(s):  
������� ◽  
Elena Kolyman ◽  
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Evgeniya Muzychenko
Keyword(s):  
High School ◽  
Vocational Education ◽  
High School Teachers ◽  
School Teacher ◽  
High School Teacher ◽  
Teacher Professionalism ◽  
School Teachers ◽  
The Subject ◽  
Definition Of

The article presents the different approaches to the definition of teacher professionalism. The article analyzes the publication activity on the subject of pedagogical professionalism of teachers in higher education. There is a discussion of the problem of understanding and definition of pedagogical professionalism of a high school teacher. The article also describes the typical problems of a modern high school teacher. Analyzes the requirements of the professional standard "Teacher of vocational training, vocational education and secondary vocational education" to the modern high school teachers. The article presents the classification of professional competences, which should have a higher school teacher, and considered ways to solve the problems identified.

A Geometric Illustration of Limits

1918 ◽  
Vol 11 (1) ◽  
pp. 34-35
Author(s):  
Carl Eben Stromquist
Keyword(s):  
High School ◽  
High School Teachers ◽  
Random Selection ◽  
Plane Geometry ◽  
School Teachers ◽  
Freshman Mathematics ◽  
Definition Of ◽  
Selection Of

Teachers of freshman mathematics, the calculus, or review courses for high school teachers often experience some difficulty when the topic of limits comes up for discussion. The difficulty arises from the fact that the teacher must first “unteach” an erroneous definition of limits which is still to be found in many of our high school texts. The following definition, taken from a rather widely used plane geometry text, is typical of the error. “The limit of a variable is a constant from which the variable can be made to differ by less than any assigned quantity, but to which it can never be made equal.” In a random selection of ten texts five gave essentially this definition. One of these was published as recently as 1915. The mischief is caused by the last part of the statement, viz., “but to which it can never be made equal.”

scholarly journals Les retombées de deux projets de recherche-action impliquant une collaboration interprofessionnelle sur le développement des pratiques inclusives au secondaire

2016 ◽  
Author(s):  
Geneviève Bergeron ◽  
Nancy Granger
Keyword(s):  
High School ◽  
Action Research ◽  
Continuing Education ◽  
Inclusive Education ◽  
High School Teachers ◽  
Interprofessional Collaboration ◽  
School Teachers ◽  
The Core ◽  
Definition Of ◽  
Regular Classes

This article focuses on the challenges of inclusive education in high school. More specifically, it is based on the linking of two action researches who accompany school teams in their efforts to foster learning in regular classes. The issue features challenges encountered by high school teachers and the importance of suggesting trainings for continuing education to involve interprofessional collaboration. After a brief definition of the central concepts, the methodological specificities of the two projects are explained. The core of this article demonstrates the findings on three aspects: reflexive, operatory and identity. Finally, it highlights evidence of interprofessional collaboration to sustain change in inclusive education.Keywordsinclusion; continuing education; interprofessionnal collaboration; action research

Connecting Research to Teaching: Do Teachers Need to Incorporate the History of Mathematics in Their Teaching?

2003 ◽  
Vol 96 (6) ◽  
pp. 416-421 ◽  
Author(s):  
Po-Hung Liu
Keyword(s):  
High School ◽  
Mathematics Education ◽  
Empirical Evidence ◽  
High School Teachers ◽  
Mathematics Curriculum ◽  
History Of Mathematics ◽  
School Mathematics ◽  
School Teachers ◽  
History Of ◽  
Definition Of

The merits of incorporating history into mathematics education have received considerable attention and have been discussed for decades. Still, before taking as dogma that history must be incorporated in mathematics, an obvious question is, Why should the history of mathematics have a place in school mathematics? Answering this question is difficult, since the answer is subject to one's personal definition of teaching and is also bound up with one's view of mathematics. Fauvel's (1991) list of fifteen reasons for including the history of mathematics in the mathematics curriculum includes cognitive, affective, and sociocultural aspects. My purpose in this article is not to provide complete and satisfactory answers but rather, on the basis of theoretical arguments and empirical evidence, to attempt to pinpoint worthwhile considerations to help high school teachers think about what history really can do for the curriculum and for their teaching.

scholarly journals Pelatihan Penulisan Artikel Ilmiah pada Jurnal Nasional bagi Guru SMA Sederajat di Kabupaten Rokan Hilir Provinsi Riau

2021 ◽  
Vol 2 (2) ◽  
pp. 252
Author(s):  
Isjoni Isjoni ◽  
Bunari Bunari ◽  
Yuliantoro Yuliantoro
Keyword(s):  
High School ◽  
High School Teachers ◽  
Writing Skills ◽  
School Teachers ◽  
The Core ◽  
Online Journals ◽  
Service Activity ◽  
Definition Of ◽  
And Training

This service activity aims to improve understanding and practice writing skills and submit scientific articles to national journals for high school teachers and equivalent in Tanah Putih sub-district, Rokan Hilir Regency. This activity was carried out using workshop method and continued with online guidance. In the field workshop, material was presented on the definition of scientific articles and journals, why teachers are required to have the ability to research and write articles, write scientific articles and training in submitting scientific articles to online journals. The results of the training showed an increase in the ability of participants to understand the procedures for writing scientific articles and the procedure for submitting articles to national journals. The core achievement can be seen from the enthusiasm of the participants who were very good during the training and there were articles from participants who had succeeded in being submitted to reputable National Journals.

scholarly journals The Vocational High School Teachers ‘Awareness Level and Implementation of the Students’ Learning Style Assessment

2018 ◽  
Vol 24 (1) ◽  
pp. 91-101
Author(s):  
Mashoedah Mashoedah ◽  
Martin Hartmann ◽  
Herman Dwi Surjono ◽  
Zamroni Zamroni
Keyword(s):  
High School ◽  
Quantitative Analysis ◽  
Learning Styles ◽  
Learning Style ◽  
High School Teachers ◽  
Teaching Method ◽  
Instructional Media ◽  
Vocational High School ◽  
School Teachers ◽  
Awareness Level

As a reflection of teachers’ awareness of the students’ learning styles, teachers are required to have a good understanding of how the learning materials will be delivered to them through the teaching method and media, which are appropriate for their preferences. However, the uniqueness of learners’ learning styles has not become an important consideration for most of teachers. This study was aimed at finding out, to what extent vocational high school teachers were aware of the students’ learning styles. The data were collected through a survey and analyzed with the descriptive quantitative analysis. The results revealed that most of the respondents with the percentage of 65.7% (n=67) do not know the term of learning styles. Most of the respondents with the percentage of 77.6% do not assess the students’ learning styles. Although most of the respondents do not assess the students’ learning styles, the aspects of assessing the learning styles, using the instructional media appropriate with the students’ learning styles, and care about the students’ preferences in learning were categorized as good with the percentage of 43.3%, 71.6%, and 56.7% respectively. The overall of the vocational high school teachers’ awareness level of the students’ learning styles is categorized as good with the percentage of 76.1%.

scholarly journals Factors Affecting Mathematics Achievement In Central Asian Specialized Universities

2020 ◽  
Vol 15 (19) ◽  
pp. 143
Author(s):  
Yershat Sapazhanov ◽  
Alibek Orynbassar ◽  
Shirali Kadyrov ◽  
Bakhyt Sydykhov
Keyword(s):  
Higher Education ◽  
High School ◽  
High School Teachers ◽  
School Teachers ◽  
Data Set ◽  
Factors Affecting ◽  
High School Math ◽  
High School Geometry ◽  
Central Asian ◽  
Attitude Scales

This study examines variables explaining student’s academic performances in mathematics from specialized engineering institutions. A survey consisting of 42 items was conducted from 127 students and statistical multiple regression was carried out to analyze the data set. Based on Fennema-Sherman Mathematics Attitude Scales followed by the result of stepwise linear regression, found a significant impact of high school geometry grades in mathematics performance. Au-thors suggest that mathematics instructors in higher education should pay attention to improve their student’s confidence, which in turn would decrease the anxiety level towards mathematics. The high school teachers should not advise their students to go to technical sciences in higher education unless the student’s confidence and high school math grade are sufficiently high

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