Oscillating Between the Recent Past and the Remote Past: The Perceptions of the Past and the Discipline of History of Secondary School Teachers in Greece

2011 ◽  
Vol 9 (2) ◽  
pp. 6-14
Author(s):  
Eleni Apostolidou
Keyword(s):  
Secondary School ◽  
Secondary School Teachers ◽  
Recent Past ◽  
School Teachers ◽  
The Past ◽  
History Of ◽  
Remote Past

Prevalence of Depression and Associated factors among Secondary School Teachers in Al-Madinah City, KSA (Preprint)

2019 ◽  
Author(s):  
Faisal Alqahtani Sr
Keyword(s):  
Secondary School ◽  
Health Problem ◽  
Secondary School Teachers ◽  
Minor Depression ◽  
School Teachers ◽  
Cross Sectional ◽  
Health Care Clinics ◽  
Post Natal Depression ◽  
Sample Technique ◽  
History Of

BACKGROUND Depression is the most common psychiatric condition seen in primary health care clinics. On the other hand, teaching is one of the most stressful jobs. The aim was to determine prevalence and correlates of depression among secondary school teachers in Al-Madinah city. OBJECTIVE This study was aimed to explore the extent of depression as a health problem among secondary school teachers in Al-Madinah city. METHODS A cross sectional descriptive study was conducted on a representative sample of secondary school teachers of both genders in Al-Madinah Al-Munawarah city. A Multistage cluster sample technique was implemented to recruit the participants. The data were collected using a self-administered PHQ-9 depression questionnaire. RESULTS The study included 297 teachers. More than half of them (54.2%) were males and the vast majority (97.6%) were Saudis. Major depression, based on PHQ-9 depression questionnaire was reported among 8.4% of the participants whereas minor depression was reported among 14.1% of them. Among the studied habitual factors, the smoking of Shisha and non-practicing of physical exercise were significantly associated with depression among teachers. Regarding obstetric and gynecological factors, female teachers with history of post-natal depression were more likely to have major and minor depression features than those without such history, p=0.017. CONCLUSIONS Depression is a common health problem among secondary school teachers in Al-Madinah city affecting almost one quarter of them. Familial instability, shisha smoking, physical inactivity, heavy teaching load and deficiency of educational competencies are strongly correlated with depression. Further studies are needed to explore the extent of the problem among teachers at different levels of teaching and in other regions of the country.

scholarly journals The Pedagogical College at the Jagiellonian University (1921–1952): Origins, Founders, Significance

2020 ◽  
Vol 11 (2) ◽  
pp. 138-154
Author(s):  
Katarzyna Dormus
Keyword(s):  
Secondary School ◽  
Secondary School Teachers ◽  
Academic Discipline ◽  
School Teachers ◽  
History Of

The establishment and the activities of the Pedagogical College at the Jagiellonian University was an important event in the history of Polish pedagogy because this fact accelerated the process of its developing as a standalone academic discipline, with Krakow becoming an important centre of pedagogical thought. The process of developing an appropriate curriculum for training secondary school teachers, which combined practice and theory, took place in this College. In 1926, the Pedagogical College opened a Department of Pedagogy and saw the launch of the first Master’s programme in pedagogy.

scholarly journals Identidad profesional docente en aspirantes a profesorado de enseñanza secundaria

2017 ◽  
Vol 2 (2) ◽  
pp. 131
Author(s):  
Alfonso Pontes ◽  
Leopoldo Ariza ◽  
Rosario Del Rey
Keyword(s):  
Secondary School ◽  
Professional Identity ◽  
Secondary School Teachers ◽  
Initial Training ◽  
School Teachers ◽  
Initial Development ◽  
The Past ◽  
The University ◽  
Teaching Professional ◽  
Formación Docente

Resumen: Dentro de la línea de investigación sobre el pensamiento de los docentes, en este trabajo se muestran los resultados de un estudio destinado a explorar las ideas y motivaciones de los futuros profesores de educación secundaria sobre la profesión docente y la formación pedagógica necesaria para ser profesor en esta etapa educativa. Mediante el Cuestionario sobre interés por la docencia y la formación inicial (Pontes, Ariza y Sánchez, 2010) se han explorado las opiniones de 353 alumnos y alumnas del curso de formación inicial para la docencia, que constituyen aproximadamente la cuarta parte de los estudiantes de la Universidad de Córdoba en los dos pasados cursos, es decir, los últimos que han cursado el CAP y los primeros que han realizado el Máster de Profesorado de Educación Secundaria. Entre los resultados se ha encontrado que los motivos de interés profesional por la docencia obedecen a diferentes causas y que están relacionados con distintas concepciones previas sobre la profesión y la formación docente. Los resultados obtenidos contribuyen al avance de la investigación sobre el desarrollo inicial de la identidad profesional docente entre los profesores y profesoras en formación y ofrecen claves para la mejora del proceso de formación inicial del profesorado de secundaria.Teaching professional identity of candidates for secondary school teachers Abstract: Within the line of investigation over teacher’s thinking, we show with this paper the results obtained from a research which aim was to explore the ideas and motivation of future secondary school teachers towards the teacher profession and the pedagogic training needed for being teacher in this educational stage. Through the Questionnaire about interest to teaching and initial training (Pontes, Ariza y Sánchez, 2010) we have explored the opinions of 353 students of the course of initial training for teachers, comprising a quarter of the students of the past two courses of the University of Cordoba and being the last students of the CAP and the first of the Master degree. Among the results we have found that professional interests towards teaching obey to different reasons and that these reasons are related to diverse prior conceptions about the teacher profession and its training. The results obtained contribute to the advance of the investigation about initial development of the teaching professional identity of training teachers and provide with some keys for the improvement of the initial training process of the secondary school teachers.

The Value of the History of Greek Mathematics to Secondary School Teachers

1925 ◽  
Vol 18 (5) ◽  
pp. 296-297
Author(s):  
Walter Crosby Eells
Keyword(s):  
High School ◽  
Secondary School ◽  
Secondary School Teachers ◽  
History Of Mathematics ◽  
School Mathematics ◽  
High School Mathematics ◽  
School Teachers ◽  
History Of ◽  
Greek Mathematics

The course in history of mathematics is given this year at Whitman College two hours a week for sixteen weeks to a class of five juniors and seniors, all of whom are planning on teaching high school mathematics.

The Role of Psychology Departments in Supporting Secondary School Teachers of Psychology

1994 ◽  
Vol 21 (2) ◽  
pp. 107-108 ◽  
Author(s):  
Bruce B. Henderson
Keyword(s):  
North Carolina ◽  
Teacher Preparation ◽  
Secondary School ◽  
Secondary School Teachers ◽  
Special Role ◽  
School Teachers ◽  
College And University ◽  
University Departments ◽  
History Of

Providing continuing education for secondary school teachers may be more important to the improvement of high school psychology than are changes in teacher preparation and certification. The special role that college and university departments of psychology can play in providing this education and supporting these teachers is illustrated in a brief history of one department's work with teachers in North Carolina.

scholarly journals Cultura e professionalità educative nella società complessa

2010 ◽  
Keyword(s):  
Secondary School ◽  
Secondary School Teachers ◽  
Knowledge Society ◽  
School Teachers ◽  
New Faculty ◽  
New Approach ◽  
The Social ◽  
New Knowledge ◽  
History Of ◽  
Primary And Secondary School

The keynote of the recent history of the faculty of educational science of Florence University is change. This has emerged in response to the demands for education expressed by a new knowledge society, spawned by the processes of globalisation, and the social need to foster interculturalism and the dialogue between diversities. In this new dimension of change, education becomes the framework for preparation, but also for re-integrating and updating life itineraries that are swift and precarious, veined with insecurity and disillusionment. Even in the new approach, the scientific and cultural benchmark continues to be a consistent adherence to the secular, historic-pedagogic and educational tradition represented by the masters of the "Florence School". Since its creation in 1996, the new faculty has staked forcefully on the centrality of training in relation to the traditional focus on the professionalism of primary and secondary school teachers, and on the new extra-scholastic training issues: the educational professions; pedagogic care; the social education of adults; the technologies of education and instruction; the philosophic, sociological, psychological and anthropological dimension of education; the broad sphere of hardship and marginalisation and the different faces of diversity.

How Ethnicisation Issues Related to Roma Communities Effect the Perception of Roma People by Future Secondary School Teachers

2012 ◽  
Vol 2 (1) ◽  
pp. 44-51
Author(s):  
Vladislav Jankových
Keyword(s):  
Secondary School ◽  
University Students ◽  
Social Exclusion ◽  
Secondary School Teachers ◽  
School Teachers ◽  
Symbolic Form ◽  
The Past ◽  
The Social ◽  
Roma People ◽  
Socially Maladjusted

This article is concerned with the ethnicisation of issues relating to the socially maladjusted communities made up largely by members of the Roma minority. This ethnicisation is put into context with the current discourse about the Roma people and closely related to the symbolic form of the social exclusion of the Roma people by the majority Czech population. Part of this discourse is recorded here in connection with research into the attitudes toward the Roma people held by university students - future secondary school teachers. The research results are compared with a number of similar pieces of research in this area conducted in the past.

The German Revolutionary Student Movement, 1819–1833

1971 ◽  
Vol 4 (3) ◽  
pp. 215-241 ◽  
Author(s):  
Rolland Ray lutz
Keyword(s):  
Secondary School ◽  
Secondary School Teachers ◽  
Student Movement ◽  
School Teachers ◽  
History Of ◽  
National Federation

The archetype of the modern student movement is the German Burschenschaft of the Restoration era. Some events in the history of the Burschenschaft are well known: the Wartburgfest of 1817; the national federation of Burschenschaften in 1818; the assassination of August von Kotzebue by Karl Sand; and the resultant Karlsbad Decrees of 1819. Relatively little attention, however, has been devoted to the post-Karlsbad history of the Burschenschaft, which is the concern of this article. Emphasis will be given to the role which a network of secret, inner circles played in both the survival of the Burschenschaft and its continued involvement in revolutionary conspiracy. These inner circles contained not merely representatives of the normal four-year student classes, but also permanently radicalized Burschenschafter. In some cases such “old boys” did not participate directly but maintained informal ties with key members of the inner circles. Since many of the radical alumni became secondary school teachers, they became the source of a continuous supply of indoctrinated recruits. The Burschenschaft of the Restoration era owed both its survival and the continuity of its traditions to an exclusive, self-perpetuating group of radicals dominated by veteran revolutionaries.

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