scholarly journals COMPARATIVE STUDY ON THE UNDERSTANDING OF RESPONSIVENESS IN PRE-SERVICE PRESCHOOL TEACHERS IN THE COVID-19 EMERGENCY SITUATION (2018-2020)

2021 ◽  
Vol 1 ◽  
pp. 207-215
Author(s):  
Inese Jurgena ◽  
Dagnija Cēdere ◽  
Ingrīda Keviša
Keyword(s):  
Preschool Teachers ◽  
Emergency Situation ◽  
Theoretical Method ◽  
Empirical Method ◽  
Educational Institutions ◽  
Emotional Responsiveness ◽  
Global Pandemic ◽  
Perceptions Of Students ◽  
Part Time Students ◽  
Part Time

The global pandemic of Civid-19 has led to significant changes in the transformation of the system of education and teacher training. Regarding the training of prospective preschool teachers at the institutions of higher education, there is a growing need to develop multiple competencies so that a teacher can create an emotionally safe and supervised learning environment. Our study highlights the importance of the responsiveness of preschool teachers in providing supportive responses, responsibility, and guidance regulating children’s emotions in the pedagogical activity. The aim of the study is to analyze and compare the perceptions of students, pre-service preschool teachers, on teachers’ emotional responsiveness before the global pandemic and during the Covid-19 emergency. The materials and methods used in the study include the theoretical method – the analysis of literature - and the empirical method – a survey of 600 part-time students working in pre-school educational institutions in 2018 and in 2020. The survey was conducted online. The data were processed using the software SPSS. The results of the study demonstrate that, generally, the Covid-19 emergency has increased the willingness of prospective preschool teachers to undertake responsibility and leadership in regulating children’s emotions. The students have become more responsible and determined; their understanding of the importance of emotional responsiveness in teacher’s work is higher than before the pandemic

scholarly journals THE PEDAGOGICAL EVALUATION OF THE RESPONSIVENESS OF PRE-SERVICE TEACHERS

2020 ◽  
Vol 1 ◽  
pp. 276
Author(s):  
Inese Jurgena ◽  
Dagnija Cēdere ◽  
Ingrīda Keviša
Keyword(s):  
Professional Training ◽  
School Teacher ◽  
Self Regulation ◽  
Theoretical Method ◽  
Empirical Method ◽  
Educational Process ◽  
Full Time ◽  
School Teachers ◽  
Social And Emotional ◽  
Part Time Students

With the guidelines for pre-school education coming into effect, a paradigm change has occurred in Latvia, focusing on a child-centred educational process. Contradictions can be observed in the professional training of pre-school teachers. Clearly, pre-school educators ensure the transfer of values to the next generation and the stability of the system of education; nevertheless, their activity is often focused on imparting reproductive knowledge and skills and following familiar algorithms and stereotypes. The innovative trend – the development of child’s social and emotional skills – is not always dominant in the work of pre-school teachers. The aim of the research is to analyse the views of students, pre-service teachers, about teacher’s responsiveness in pedagogical activity. The research methods include the theoretical method – the analysis of theoretical literature, regulatory documents and academic studies - and the empirical method – surveys. The data have been processed with SPSS program. 247 full-time and part-time students of the University of Latvia participated in the study. The authors of the article concluded that pre-service teachers’ understanding of teacher’s responsiveness is sufficient. Most students are aware of the importance of teacher’s supportive reactions, responsibility and leadership in the regulation of child’s emotions. Pre-school teacher training plays an important role in the implementation of the social-emotional learning process, paying particular attention to raising students’ awareness of the role of emotions in the development of child’s self-regulation and the advancement of teachers’ skills in building positive and supportive relationships with children and parents.  

scholarly journals Manajeman Mahasiswa Part-Time: Best Practice Perpustakaan UIN Sunan Kalijaga Yogyakarta

Pustakaloka ◽  
2016 ◽  
Vol 8 (1) ◽  
pp. 71
Author(s):  
Ida Nor'aini Hadna
Keyword(s):  
Program Implementation ◽  
Evaluation System ◽  
Best Practice ◽  
Program Planning ◽  
Monitoring And Evaluation ◽  
Student Activities ◽  
Student Management ◽  
Part Time Students ◽  
Service Activity ◽  
Part Time

<p><strong>Abstrak</strong>; Makalah ini ditulis dengan tujuan untuk menjelaskan tentang manajemen mahasiswa <em>part</em><em>-</em><em>time</em> yang telah dilakukan oleh Perpustakaan UIN Sunan Kalijaga. Hal ini perlu disampaikan karena masih banyak perpustakaan Perguruan Tinggi di Indonesia yang belum memberdayakan mahasiswanya untuk ikut bersama-sama mengelola perpustakaan melalui kegiatan mahasiswa <em>part</em><em>-</em><em>time</em>. Dalam makalah yang ditulis berdasarkan <em>best practice</em> ini akan dijelaskan berbagai hal dalam pengelolaan mahasiswa <em>part</em><em>-</em><em>time</em>, yaitu mulai dari (1) perencanaan program; (2) pelaksanaan program; (3) hasil pelaksanaan program; (4) sistem monitoring dan evaluasi; (4) dampak pelaksanaan program; sampai pada (5) perubahan sebagia akibat pelaksanaan program.</p><p>Berdasarkan hasil penelitian ini, maka diketahui bahwa program rutin kegiatan mahasiswa <em>part-time</em> di Perpustakaan UIN Sunan Kalijaga ini tidak hanya bermanfaat bagi perpustakaan UIN Sunan Kalijaga dalam memperlancar kegiatan layanan, tetapi program ini juga bermanfaat bagi mahasiswa itu sendiri, yaitu selain membuat mereka menjadi merasa bangga, juga membuat mereka menghargai waktu, membagi waktu belajar dan bekerja. Selain itu, bagi yang sudah bekerja setelah lulus, pengalaman selama menjadi mahasiswa <em>part</em><em>-</em><em>time</em> juga menjadi modal yang berharga dalam bekerja.</p><strong><em>Abstract</em></strong><em>; The aim of this paper is to explain the part-time student management that has been done by UIN Sunan Kalijaga Library. It needs to be submitted because many college libraries in Indonesia haven’t empower their students to participate together to manage the library through part-time student activities. In this paper that based on best practice will be explained various things in part-time student management, from (1) program planning; (2) program implementation; (3) program implementation result; (4) monitoring and evaluation system; (5) program implementation impact; until (6) change as a result of the implementation of the program. </em><p><strong><em></em></strong><em>Based on this research, noted that part-time students routine program activities in UIN Sunan Kalijaga Library is not only useful for UIN Sunan Kalijaga Library to facilitate the service activity, but this program is useful for the students themselves, which in addition will make them proud, also make them appreciate the time, manage their time for study and work. Moreover, for them who have been working after graduation, the experience during being a part-time student also becomes a valuable asset in working.</em></p><p><strong><em></em></strong><em><br /></em></p>

scholarly journals Challenges of the adult learning sector in context of COVID-19 in Latvia

2021 ◽  
Author(s):  
Inga Jekabsone ◽  
◽  
Ina Gudele ◽  
Keyword(s):  
Adult Learners ◽  
Adult Learning ◽  
Online Education ◽  
Regional Development ◽  
Good Practice ◽  
Emergency Situation ◽  
Educational Institutions ◽  
Ministry Of Education ◽  
Online Tools ◽  
Remote Learning

The COVID-19 pandemic has affected the way people work and learn in unprecedented ways. Also, the pandemic has moved more business activity online, increasing the need for training and prompting them to build more online trainings. In this time of crisis, a suitable response requires novel ways to enable interaction between adult learners, adult learners and teachers, adult learners and content using online tools so that no one is left behind. In the context of regional development, online adult learning provides economic active inhabitants with wide opportunities since employees are able to attend high-quality trainings regardless the place of residence. In context of COVID-19, during the emergency situation Latvia has fully moved to remote learning, including adult learning. Educational institutions as well as enterprises that organise trainings for adults have to implement remote learning using several online tools. The aim of the paper is to analyse the main challenges of the adult learning sector in Latvia in context of COVID-19 taking into consideration the regional development issues. In order to achieve the aim, following research methods have been used: scientific literature studies, statistical data analysis, interviews. Main results of the survey: in case of Latvia, the Ministry of Education and Science of Republic of Latvia has launched several initiatives towards enabling the shift to online learning, providing recommendations, digital tools as well as good practice sharing. At the same time, there is no methodology and detailed step-by-step recommendations, how to develop the online education learning for educational institutions in Latvia. However, there are incentives to develop online adult learning via project funding.

scholarly journals PREDISPOSITION TO EMOTIONAL BURNOUT OF PRESCHOOL EDUCATIONAL INSTITUTIONS TEACHERS WITH DIFFERENT WORK EXPERIENCE

2021 ◽  
pp. 227-237
Author(s):  
N. Yudina
Keyword(s):  
Experimental Research ◽  
Work Experience ◽  
Preschool Teachers ◽  
Teaching Profession ◽  
Educational Institutions ◽  
Professional Activity ◽  
Scientific Publications ◽  
Young Professionals ◽  
Professional Activities ◽  
Emotional Burnout

The article presents the results of theoretical and experimental research of psychological peculiarities of emotional burnout of preschool educational institutions teachers with different work experience. As a result of theoretical analysis, it was found that the process of professional burnout is significantly influenced by the specifics of the subjects’ profession, and the teaching profession is characterized by increased responsibility and tension. However, in this context, more attention is paid to school teachers, and the predisposition to emotional burnout of preschool teachers is covered only in fragments in scientific publications. Data of an experimental research of the psychological peculiarities of the predisposition to emotional burnout of preschool educational institutions teachers with different work experience showed the differences in all components of emotional burnout of preschool teachers with different work experience. We were able to prove that young professionals are characterized by lower rates of emotional burnout, while experienced workers are characterized by higher one. Younger educators, despite the difficulties in their professional activities, have a positive attitude to their own professionalization, respond to difficulties and successes adequately. Instead, more than half of senior employees tend to respond inadequately to their own professional difficulties and successes. Preschool educational institutions teachers with little work experience almost do not feel emotional stress and alienation from professional activity. Instead, many experienced professionals are emotionally vulnerable, and they try to hide their reactions to the events of their lives by feeling personally alienation.

scholarly journals Investigating Preschool Teachers’ Self-Efficacy in Inclusion Practices in Turkey

2018 ◽  
Vol 11 (9) ◽  
pp. 79
Author(s):  
Osman Ozokcu
Keyword(s):  
Self Efficacy ◽  
Preschool Teachers ◽  
Survey Study ◽  
Educational Institutions ◽  
Validity And Reliability ◽  
Inclusive Practice ◽  
Self Confidence ◽  
Special Education Training ◽  
Laws And Policies ◽  
Descriptive Survey

This study investigated preschool teachers’ self-efficacy levels in inclusion practices in terms of teacher-related demographic variables. The study was designed as a descriptive survey study using quantitative data collection tools. The participants were 318 teachers who are working in preschool educational institutions in the province of Malatya, Turkey. The Teacher Efficacy for Inclusive Practice (TEIP) Scale, which was developed by Sharma, Loreman, and Forlin (2012) and whose validity and reliability studies were carried out by Bayar (2015), was used to determine preschool teachers’ self-efficacy in inclusive practices. The study found that the preschool teachers scored 4.91 out of six points on the TEIP scale, which measures self-efficacy in inclusion practices. The preschool teachers’ age, gender, educational level, and level of interaction with individuals with special needs were not found to affect their scores on the scale significantly; however, their levels of special education training, knowledge of local laws and policies, self-confidence in working with disabled individuals, and experience in working with disabled students were found to affect their scores significantly. The findings of this study were discussed with possible implications for teachers in Turkey.

scholarly journals The Digitalization of Self-Access and Advising Services in Times of a Global Pandemic

2021 ◽  
pp. 248-265
Author(s):  
Tarik Uzun ◽  
Gamze Guven-Yalcin
Keyword(s):  
Extracurricular Activities ◽  
Independent Learning ◽  
Educational Institutions ◽  
Learning Center ◽  
Advisory Program ◽  
Face To Face ◽  
Global Pandemic ◽  
The Individual ◽  
Advising Services ◽  
Academic Year

The global pandemic forced educational institutions worldwide to adapt to a new, fully online concept of education and a rapid digitalization to keep providing their services to learners. This paper reports on the digitalization process of the Independent Learning Center (ILC) and the Learning Advisory Program (LAP) unit at Ankara Yildirim Beyazit University (AYBU), Turkey. The interrelated digitalization stories of the two units include the provision of learning resources and activities to learners with digital tools and their responses to the new format. Despite the challenges involved, the ILC has offered a considerably higher number of extracurricular activities than in face-to-face education days and reached a higher number of learners in the 2020-2021 academic year. As for the LAP, the participants’ reflections showed how opportunities for offering engaging activities in the LAP created a cascading impact of affordances for both the individual learners and the members of the larger community.

Teachers of TikTok: Glimpses and gestures in the performance of professional identity

2022 ◽  
pp. 1329878X2110688
Author(s):  
Catherine Hartung ◽  
Natalie Ann Hendry ◽  
Kath Albury ◽  
Sasha Johnston ◽  
Rosie Welch
Keyword(s):  
Social Media ◽  
Teacher Education ◽  
Professional Identity ◽  
Professional Practice ◽  
South Australia ◽  
Educational Institutions ◽  
Key Factors ◽  
Global Pandemic ◽  
Pre Service Teacher

During a tumultuous period marked by a global pandemic, forced lockdowns, and educational institutions going ‘digital by default’, TikTok has emerged as a key platform for teachers to connect and share their experiences. These digital practices have been widely celebrated for providing teachers with an outlet during a challenging time, though little is known about the particulars of TikTok's appeal among teachers and their followers. This article focuses on a teacher from South Australia, ‘Mr Luke’, whose upbeat TikTok videos capturing ‘#teacherlife’ have seen him grow a significant following. Drawing on interviews with Mr Luke and an Australian pre-service teacher who follows him, we consider their thoughts on TikTok and its relationship to professional practice. We identify key factors that have enabled TikTok's popularity among educators, with implications for both teacher education and social media scholarship.

Sign in / Sign up

Export Citation Format

Share Document