scholarly journals Media in Schools: Work Experience of Teachers as a Determinant of the Utilization of Media Resources

2017 ◽  
Vol 2 (5) ◽  
Author(s):  
Dragana Pavlovic ◽  
Zorica Stanisavljevic Petrovic ◽  
Tatjana Vulic
Keyword(s):  
Professional Development ◽  
School Environment ◽  
Work Experience ◽  
School Teachers ◽  
Frequency Of Use ◽  
Personal Attitudes ◽  
The Media ◽  
Media Work ◽  
Ict Competencies ◽  
Research Show

The use of media, as a precondition for the development and modernisation of a school environment in all its segments is significantly conditioned by the attitudes of teachers, their media competencies and their personal attitudes towards the media resources which can be used for educational purposes. The main aim of the research is to examine the use of media in a school environment depending on teachers´ years of experience. The results of the research show that there are statistically significant differences in the attitudes of teachers towards the type of media, the frequency of use, the ICT competencies of teachers and years of service in education. On the basis of the obtained data we recommend a systemic approach to the problem of a professional development of already employed teachers, especially of those with more years of work experience, and all for the purposes of raising the level of ICT competencies. Keywords: School; Teachers, The media; Work experience

scholarly journals Political clientelism in Serbian media - the case of the Tanjug news agency

Sociologija ◽  
2021 ◽  
Vol 63 (1) ◽  
pp. 72-95
Author(s):  
Smiljana Milinkov ◽  
Dinko Gruhonjic
Keyword(s):  
Legal Status ◽  
The State ◽  
State Agency ◽  
State Budget ◽  
News Agency ◽  
The Media ◽  
Media Work ◽  
The Republic ◽  
Research Show ◽  
Political Clientelism

The paper problematizes the presence of political clientelism in the media in the Republic of Serbia. The aim of this research is to point out the examples of establishing mechanisms of clientelistic practice in the media, using the News agency Tanjug as an example. Three analytical categories, which are relevant for perceiving the problem of clientelism, have been included: regulatory framework, financial allocations from the state budget and the reporting of the news agency Tanjug. The results of the research show that the illegal functioning, the unsolved ownership issue, non-transparent financing and unprofessional reporting are characteristics of the media work of Tanjug agency. According to the law, the former state agency was scheduled to stop work by the end of 2015. However, Tanjug still, with unclear legal status and significant financial help from the state, publishes information, some of which were proven to be disinformation. The analysis of examples of unobjective and unprofessional reporting points out to the ignoring of public interest, in order to satisfy the particular interest of the governing political structure, which financially makes Tanjug?s functioning possible, in an illegal manner. This case represents a closed circle of interrelationships on the relation politics-economy-media, through which clientelism is defined, using quid pro quo practice.

scholarly journals Expectations of PhDs Working in a Challenging School Environment: Results from a Qualitative Study

2021 ◽  
Vol 7 (2) ◽  
Author(s):  
Syed Abdul Waheed ◽  
Nadia Gilani ◽  
Muhammad Saqib
Keyword(s):  
Professional Development ◽  
Qualitative Research ◽  
School Environment ◽  
Lived Experiences ◽  
Phenomenological Approach ◽  
Snowball Sampling ◽  
Education Department ◽  
School Teachers ◽  
Near Future ◽  
Different Levels

It is fortunate or unfortunate that PhDs are working as school teachers at different levels. It may be predicted that many PhD degree holders will be ready to join the School Education Department in near future while many graduates are completing their PhDs. The present study purports to explore expectations of PhDs working as school teachers and investigating the challenges they face while teaching in various schools of Punjab, Pakistan. Participants’ lived experiences of working in school were examined through the phenomenological approach of qualitative research. For this purpose, eleven PhDs were approached through a snowball sampling to gather data employing interviews on the phenomenon. The results emerged in the form of themes and sub-themes that include relationships with the school comminates, PhD teachers’ expectations (sub-themes: expectations from students and colleagues, expectations from education authorities, and expectations for professional development), and challenging school environment. The study implies the recognition of PhDs working as school teachers, their professional satisfaction and service structure and their appropriate placement in the education system.

scholarly journals Barriers to implementation of distance learning during the COVID-19 outbreak: Teacher perspective

2021 ◽  
Vol 53 (1) ◽  
pp. 7-66
Author(s):  
Marija Jovanovic ◽  
Dragana Dimitrijevic
Keyword(s):  
Professional Development ◽  
Distance Learning ◽  
High School Teachers ◽  
Work Experience ◽  
Regular Instruction ◽  
School Teachers ◽  
Teacher Perspective ◽  
Barriers To Implementation ◽  
Functional Knowledge

Since the outbreak of the COVID-19 pandemic in early 2020, distance learning has become one of the main educational issues globally. With the transition of all instruction to the online environment, teachers in Serbia have faced a number of challenges and barriers that have affected the quality of their work. In this paper, we wanted to analyse the barriers that teachers faced during the first months of distance learning. The research was conducted combining quantitative and qualitative analysis of data collected on a sample of 122 high school teachers from the Southeast Serbia (Nis, Leskovac). The results show that teachers recognise evaluation barriers as the predominant ones, followed by organisational-administrative ones, while the least represented were material-technical barriers to distance learning. The findings also confirm that material and technical barriers are most common among teachers with the longest work experience, as well as that organisational-administrative and socio-emotional barriers are the least common among teachers of vocational subjects. Although the focus of the paper was on the barriers in the implementation of distance learning, it can be concluded that teachers recognise certain benefits of this type of instruction and indicate that it can be used as a supplement to regular instruction. The main pedagogical implications of the paper refer to the empowerment of teachers through professional development in the field of distance learning, but also to the need to create new professional development programmes in this field which will enable the development of functional knowledge and relevant competencies for the immediate situational context of modern instruction.

scholarly journals Features of Professional Health of a Teacher at Different Stages of Professional Development

2018 ◽  
Author(s):  
A Pecherkina ◽  
R Muslumov
Keyword(s):  
Professional Development ◽  
Work Experience ◽  
Emotional States ◽  
School Teachers ◽  
Self Assessment ◽  
Development Level ◽  
Emotional Component ◽  
Professional Health ◽  
High Level ◽  
Very High

The article presents the results of a study of the professional health of a teacher at different stages of professional development. 270 school teachers participated in the study. The research methods were selected in accordance with the defined components of the teacher’s professional health: motivational (questionnaire ”Motivation for success” (T. Ehlers), questionnaire ”Motivation to avoid failures” (T. Ehlers)), emotional(questionnaire «Self-assessment of emotional states» (H. Eysenck), questionnaire «Empathy» (A. Mehrabyan)) and reflective (differential reflexivity test (D.A. Leontiev, Y.N. Osin), method of the diagnostic of the development level of reflexivity (A.V. Karpov)). The sample was divided into groups in accordance with the stages of professional development: 0 to 5 years of work experience in school - the adaptation stage; 6 to 15 years - primary professionalization; 16 to 25 years - secondary professionalization; over 25 years – mastery. It is established that the motivational component of a teacher’s professional health is characterized by a moderately high and average motivation for success and a high and very high level of avoidance of failures. The emotional component of a teacher’s professional health is characterized by a low level of frustration and aggressiveness,a high level of anxiety and an average level of rigidity and effective empathy. The reflective component of a teacher’s professional health is characterized by average indicators of the level of development of reflexivity and systemic reflection, as well as low indicators of introspection and quasi-reflection. As professionaldevelopment occurs, the intensity of the indicators of motivational, emotional and reflective components of a teacher’s professional health changes. It is characterized by increasing motivation for success, increased level of anxiety, increased level of rigidity, development of systemic reflection. Keywords: health, teacher’s professional health, teacher’s professional health structure, motivational component of teacher’s professional health, emotional component of teacher’s professional health, reflective component of teacher’s professional health

scholarly journals Internships, Workfare, and the Cultural Industries: A British Perspective

2015 ◽  
Vol 13 (2) ◽  
pp. 459-470 ◽  
Author(s):  
David Lee
Keyword(s):  
Young People ◽  
Work Experience ◽  
Fast Food ◽  
Significant Shift ◽  
Cultural Industries ◽  
Law And Finance ◽  
Welfare Benefits ◽  
The Media ◽  
Media Work ◽  
British Perspective

While media work has long been characterized as being structurally dependent on internships, “work experience,” and other forms of free labour (Banks 2007; Hesmondhalgh and Baker 2010), the recent shift towards internships has served to normalize what has become known as the media industries “dirty little secret” (Silver 2005). This article contextualizes internship culture within the British cultural industries against a wider political and social frame. Internships and other modes of “apprenticeship” across the British economy reflect a continuation and transformation of national workfare policies, which seek to avert inflationary pressures by coercing people to work or risk losing their welfare benefits. Internship culture has been highly pronounced in the cultural industries and other attractive white-collar sectors such as law and finance (Perlin 2012). Yet, the provision of internships to young people in previously unimaginable contexts such as fast food, retail, and other low-pay service sectors represents a significant shift in policy, compounded by increasingly draconian demands on young people to comply in order to receive state benefits. Discursively, unpaid media work is now seen as an opportunity for the lucky few, rather than a mode of exploitation servicing corporate gain. This has particular relevance for battles over equality and exploitation which have been fought in these sectors, which this discursive shift makes appear increasingly archaic.

scholarly journals Analysis of the main activities of regional teachers associations

2021 ◽  
Vol 54 (6) ◽  
pp. 555-575
Author(s):  
Natalia V. Belinova ◽  
◽  
Elena G. Gutsu ◽  
Nadezda N. Demeneva ◽  
Svetlana A. Zaitseva ◽  
...  
Keyword(s):  
Professional Development ◽  
Work Experience ◽  
Professional Associations ◽  
Teaching Profession ◽  
Professional Activity ◽  
School Teachers ◽  
Primary School Teachers ◽  
Teaching Community ◽  
Survey Results ◽  
Teachers Professional Development

Introduction. Regional pedagogical associations are a mechanism of teachers' professional development, their creative growth, competence enhancement. The research purpose was to analyze the areas of regional teachers association's activity, to identify the most important and interesting types of work in professional communities. Materials and methods. As part of the study, the experience of regional pedagogical associations' work was analyzed and the main areas, forms and types of their activities were identified. A survey of primary school teachers in Nizhny Novgorod was carried out, in which 117 teachers with various work experience in school took part. Research results. Based on the survey results, it was determined that teachers consider the most important and interesting areas of the regional pedagogical association's activity the informational and advisory support of teachers (more than 75% of the respondents), raising the prestige and popularization of the teaching profession (more than 65%), professional development (more than 55%), exchange of work experience (over 65%), conducting scientific-educational events for schoolchildren and their parents (over 60%). The most significant types of the association's work are as follows: advising teachers in the field of protecting their rights and protecting the interests of the teaching community on topical issues of professional activity; informing teachers through the association's website about education-related documents and materials and ongoing activities; conducting master classes, open lessons and other events for the exchange of work experience by teachers. Discussion and conclusion. The teachers' assessment of the importance of areas of the pedagogical association's work can be used to develop indicators of efficiency of professional associations' activities.

scholarly journals Perception of the Expression of Learning Dimensions of Primary School Teachers at Workplace

Pedagogika ◽  
2016 ◽  
Vol 121 (1) ◽  
pp. 41-52
Author(s):  
Rima Bakutytė ◽  
Lidija Ušeckienė
Keyword(s):  
Professional Development ◽  
Primary School ◽  
Empirical Research ◽  
Learning Process ◽  
Work Experience ◽  
School Teachers ◽  
Primary School Teachers ◽  
Teaching Activities ◽  
Professional Activities ◽  
Experience Education

In the context of global society since the 20th century the learning process at work has become especially urgent as on one hand it determines a person’s professional development, on the other hand it gives positive impetus to the development of the organization. This acknowledgement is supported by the theories of adult education shaping general attitude to learning in the environment and from the environment, the theories which place emphasis on how adults learn in general including teachers, and the empirical research at teachers’ workplaces. The aim of the research conducted with 151 Lithuanian primary school teachers is to reflect the dimensions of primary school teachers’ learning process at workplace and their perception, considering the dependence of the phenomena on age, work experience, education, obtained category of qualification and work satisfaction. The following research methods were applied during the research: analysis of scientific literature, questionnaires for teachers, method of mathematical statistics. The results of the research disclosed that: teachers’ learning at workplace is pretty much an important factor influencing their professional development positively. The development and dispersion of this phenomenon depend on external factors, but mainly on the individual’s readiness to learn not only watching and analysing their colleagues’ activities, but participating in work groups, etc. The learning process of primary school teachers at work can be described by these dimensions and their indicators: obtaining information, accumulation and dispersion of information, analysis of teaching activities, development of teaching activities and competence development. The results of empirical research revealed that the respondents admit, that the processes of obtaining information, accumulating and dispersing it operate smoothly, though they themselves rarely perform the analysis and edification of their teaching activities. The major problem is the refinement of their competences. It is deduced that the evaluation of learning dimensions at work by the teachers under consideration was meanly influenced by their age, work experience, education, obtained qualification category or satisfaction of professional activities.

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