Improving Student Teachers' English Teaching Abilities based on the Self-assessment Form

This study contributes to the understanding of student teachers’ sustainable behaviors. (Future) teachers are perceived as models of social learning as they model desirable behavior, attitudes, values, and emotions while living and demonstrating a pro-sustainable lifestyle. Therefore, it is essential to understand which personal variables, aptitudes, and psychological benefits predispose them towards a pro-sustainable lifestyle. This study’s intent was to consider components that can affect sustainable actions such as psychological tendencies (e.g., attitudes, motives, beliefs, values, norms) and consequences (e.g., well-being or happiness) associated with sustainable actions. This study’s main objective was to test the sustainable behavior model on a sample of student teachers. A total of 496 student teachers participated in the study. The results analyzed by SEM indicate that student teachers’ sustainable behavior is directly predicted by their intention to act, which is both positively and significantly influenced by indignation and affinity towards diversity. Additionally, sustainable behaviors slightly (but statistically significantly) predict the self-assessment of happiness. These findings contribute to a better general understanding of sustainable behaviors’ antecedents and repercussion variables, especially within a student teacher population.

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Reflexive self-assessment of competencies by teachers and bachelor-students

Yaroslavl Pedagogical Bulletin ◽

10.20323/1813-145x-2021-1-118-8-18 ◽

2021 ◽

Vol 1 (118) ◽

pp. 8-18

Author(s):

Elena V. Karpova ◽

◽

Anna V. Nevzorova ◽

Keyword(s):

Student Teachers ◽

Undergraduate Students ◽

The Self ◽

Professional Competencies ◽

Learning Activity ◽

Professional Activity ◽

Self Assessment ◽

Certification Procedure ◽

Poorly Differentiated ◽

Assessment Of Competencies

The article presents theoretical and empirical materials devoted to the urgent problem of justification and implementation of the competence approach in pedagogical education. The most important component of the methodology of the competence approach is a reasonable assessment of the degree of formation of the main competencies of professional activity, including pedagogical activity. In addition, the assessment of competencies is also an important component of the teacher certification procedure. Of particular importance in this case there is the self-assessment of competencies: the teacher’s idea of the extent to which he has formed certain competencies. The study of this issue is relevant, first of all, in practical terms. The article presents and interprets the results of a comparative study of reflexive self-assessment of competencies by bachelor-students and teachers. The analysis of modern foreign and domestic approaches to the assessment and selfassessment of professional competencies is given, and their differences are characterized. It is shown, in particular, that individual aspects of pedagogical activity are mainly evaluated abroad, there is no integral characteristic of the teacher’s work, and the criteria for evaluating competencies are not clearly defined. Russian education is characterized by a comprehensive and multi-stage assessment of the teacher’s activity, taking into account the indicators of self-assessment of professional achievements and self-assessment of the formation of professional competencies. An empirical study has established that the self-assessment of competencies by both students and teachers is on average and below average levels. In addition, there is a very pronounced similarity in the self-assessment of competencies by third- and fourthyear undergraduate students. So, they both overestimate the competence in providing the information basis of teaching and competence of area of personal qualities and also have a low opinion of the competence of motivating learners to undertake learning activity. A new scientific fact was obtained and interpreted, which is that, contrary to the traditional opinion: not only students, but also professional teachers have a poorly differentiated view of the structure of their activity. As a result, their self-assessment of the degree of formation of the activity components and, accordingly, the main competencies of pedagogical activity is also poorly differentiated, generalized and in some cases syncretic. Therefore, an important direction for improving the training of student-teachers is the formation of correct and complete ideas about the psychological content and structural organization of their professional activity, as well as its main components.

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RESEARCHING SELF-ASSESSMENT OF STUDENT TEACHERS’ PEDAGOGICAL ACTIVITY IN THEORY AND PRACTICE

SOCIETY INTEGRATION EDUCATION Proceedings of the International Scientific Conference ◽

10.17770/sie2014vol1.752 ◽

2015 ◽

Vol 1 ◽

pp. 140

Author(s):

Evija Latkovska ◽

Lūcija Rutka

Keyword(s):

Student Teachers ◽

Empirical Research ◽

Professional Growth ◽

Scientific Literature ◽

Theoretical Concept ◽

Theory And Practice ◽

The Self ◽

Effective Practice ◽

Self Assessment ◽

Criteria And Indicators

In professional growth of teachers, self-assessment of the pedagogical activity is a precondition for their effective practice therefore student teachers are encouraged to carry out self-assessment of the pedagogical activity already at the beginning of their studies. In order to make self-assessment of student teachers’ pedagogical activity more productive, it is important to find out a theoretical concept of self-assessment of student teachers’ pedagogical activity and to understand what impacts self-assessment of their pedagogical activity in practice. In the due course of the analysis of the scientific literature definition and functions of self-assessment of student teachers’ pedagogical activity, definition, functions, criteria and indicators of the self-assessment skill of student teachers’ pedagogical activity are formulated and as a result of the empirical research preconditions for successful self-assessment of student teachers’ pedagogical activity are revealed.

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Competence of Croatian Student-Teachers and Primary School Teachers in the Visual Arts

Center for Educational Policy Studies Journal ◽

10.26529/cepsj.246 ◽

2019 ◽

Author(s):

Zlata Tomljenović ◽

Svetlana Novaković

Keyword(s):

Primary School ◽

Student Teachers ◽

Visual Arts ◽

Professional Training ◽

The Self ◽

Teaching Methodology ◽

School Teachers ◽

Self Assessment ◽

Primary School Teachers ◽

Significant Difference

In visual arts education, specific competences pertain to having knowledge from the theory and praxis of visual arts and the teaching methodology of visual arts. The goal of this research was to examine the opinions of 231 students of graduate teacher studies and 143 in-service primary school teachers about the importance of specific competences in the visual arts, as well as the level of achieving the stated competences during studies. The frequency of teachers attending various forms of professional training in the visual arts was also examined. Two questionnaires were designed for the research. The data obtained with the questionnaires were processed at the level of descriptive and inferential statistics. A Wilcoxon Signed Ranks Test was used to compare the differences in the arithmetic means between the perception of importance and the perception of possessing the competences between these two groups. The research has shown the existence of a statistically significant difference between the self-assessment about the importance of specific competences in the visual arts, and the self-assessment of having these competences, both with students of the Croatian faculties of teacher education and primary school teachers. The results also have shown the insufficient presence of teachers’ further professional training in the visual arts area.

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UPAYA MENINGKATKAN KOMPETENSI PEDAGOGIK GURU SDN TURUSGEDE DI SEMESTER I TAHUN PELAJARAN 2018/2019 DALAM MEMBUKA DAN MENUTUP PEMBELAJARAN MELALUI SUPERVISI AKADEMIK TEKNIK PENILAIAN DIRI SENDIRI

Widya Wacana Jurnal Ilmiah ◽

10.33061/ww.v14i1.2754 ◽

2019 ◽

Vol 14 (1) ◽

Author(s):

Siti Ulfah

Keyword(s):

Elementary School ◽

Action Observation ◽

The Self ◽

Self Assessment ◽

Test Technique ◽

Assessment Technique ◽

First Semester ◽

Opening And Closing ◽

Academic Year ◽

Learning By Using

The purposes of this reasearch are 1) describing the efforts of increasing the elementary school of Turusgede teachers pedagogic competence at the first semester of 2018/2019 academic year in opening and closing the learning by using the self assessment technique and 2) analysing the increase of the elementary school of Turusgede teachers pedagogic competence at the first semester of 2018/2019 academic year in opening and closing the learning by using the self assessment technique. This research is School Action Research (SAR). This research is taken palce in elementary school of Turusgede, Subdistrict of Rembang, Regency of Rembang. The time of this research is the early-middle first semester of 2018/2019 academic year. The subjects of this research are teachers in the elementary school of Turusgede, Subdistrict of Rembang, Regency of Rembang, consist of twelve teachers. The data of this research is teachers pedagogic competence in opening and closing the learning. The techniques of collecting data are using nontest technique and test technique. The tools of collecting data are using the sheets of observation, camera application on hand phone and the form of self assessment. The technique of analizing data in this research is decriptive comparation. The procedure of this research is using Cycle Model, consist of four steps: planning, action, observation and reflection. Each cycle is going on one week. The results of this research are 1) the academic supervision with self assessment technique is previously sharing the form of self assessment to the subjects of this research, 2) self assessment technique is self assessment according to the next theme and matter, 3) self assessment technique is self assessment after the learning finish and 4) teachers pedagogic competence with self assessment technique is increasing and including good category (B) that according with the result of observation and including very good category (A) that according with the result of self assessment. Key words: Pedagogic, Supervision, Self Assessment Technique.

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NEUROTIC SYMPTOMATICS RELATED TO PERSONAL CHARACTERISTICS IN YOUTH

International Conference on Technics Technologies and Education ◽

10.15547/ictte.2019.03.079 ◽

2019 ◽

pp. 2014-2019

Author(s):

Milen Dimov

Keyword(s):

Personal Characteristics ◽

The Self ◽

The Other ◽

Social Responsiveness ◽

Training Process ◽

Self Assessment ◽

School Year ◽

Real Behavior ◽

Low Levels ◽

The Ideal

The present study traces the dynamics of personal characteristics in youth and the manifested neurotic symptoms in the training process. These facts are the reason for the low levels of school results in the context of the existing theoretical statements of the problem and the empirical research conducted among the trained teenagers. We suggest that the indicators of neurotic symptomatology in youth – aggression, anxiety, and neuroticism, are the most demonstrated, compared to the other studied indicators of neurotic symptomatology. Studies have proved that there is a difference in the act of neurotic symptoms when tested in different situations, both in terms of expression and content. At the beginning of the school year, neurotic symptoms, more demonstrated in some aspects of aggressiveness, while at the end of school year, psychotism is more demonstrated. The presented summarized results indicate that at the beginning of the school year, neurotic symptoms are strongly associated with aggression. There is a tendency towards a lower level of social responsiveness, both in the self-assessment of real behavior and in the ideal “I”-image of students in the last year of their studies. The neurotic symptomatology, more demonstrated due to specific conditions in the life of young people and in relation to the characteristics of age.

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О НЕКОТОРЫХ ИСТОРИЧЕСКИХ АСПЕКТАХ СТАНОВЛЕНИЯ ВОСПИТАТЕЛЬНОЙ РАБОТЫ С ОСУЖДЕННЫМИ В МЕСТАХ ЛИШЕНИЯ СВОБОДЫ

Vestnik Samarskogo iuridicheskogo instituta ◽

10.37523/sui.2019.36.5.020 ◽

2020 ◽

Author(s):

Vasiliy Dvortsov ◽

Alexander Efimenko

Keyword(s):

General Education ◽

Scientific Literature ◽

Criminal Code ◽

The Self ◽

Self Assessment ◽

Educational Work ◽

Legal Norms ◽

Education Profession ◽

Comprehensive Programs ◽

The Relationship

В статье предпринята попытка теоретического анализа и изучения научной литературы по организации и становлению воспитательной работы с осужденными в местах лишения свободы, продемонстрирована взаимосвязь между политико-воспитательной работой, ресоциализацией и исправлением осужденных в пенитенциарных учреждениях. Проведенное исследование позволяет предполагать, что воспитательная работа является основополагающим средством исправления различных категорий осужденных (регламентировано ст. 9 УИК РФ). На этой основе критерием исправления будет становиться устойчивое правопослушное поведение человека. В связи с этим возникает необходимость использования психолого-педагогической программы по перестройке и самооценке осужденных, позволяющей формировать их готовность к самореализации, когда осознание совершенных преступлений становится внутренне неприемлемым. Авторами отмечается, что, самоисправление человека зависит от ряда направлений воспитательной работы: нравственного, правового, физического воспитания, получения основного общего образования, получения профессии. Очевидно, что для закрепления положительного результата процесс ресоциализации в пенитенциарных учреждениях должен проводиться сотрудниками всех отделов и служб на основе комплексных программ, разработанных с учетом специфики и возраста осужденных.The article attempts a theoretical analysis and study of scientific literature on the organization and formation of educational work with convicts in prisons, demonstrates the relationship between «political and educational work», re-socialization and correction of convicts in prisons. The study suggests that educational work is a fundamental means of correcting various categories of convicts (regulated by article 9 of the criminal code). Based on this criterion fixes will become sustainable human behavior, demonstrating a conscious rejection of the violation of legal norms with the aim of securing sustainable patterns of law-abiding behavior. There is a need to use the psychological and pedagogical Program for restructuring and self-assessment of convicts, which allows to form on this basis their readiness for self-realization, when the awareness of the crimes committed becomes internally unacceptable. In this regard, the self-correction of a person depends on a number of areas, namely, moral, legal, physical education, basic General education, profession, forming the basis of educational work. It is obvious that in order to consolidate a positive result in penitentiary institutions, the activities of all departments and services should be carried out a process of re-socialization on the basis of comprehensive Programs developed taking into account the specifics and different ages of convicts.

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The Challenge of Educating Purposeful Teachers in Finland

Education Sciences ◽

10.3390/educsci11010029 ◽

2021 ◽

Vol 11 (1) ◽

pp. 29

Author(s):

Elina Kuusisto ◽

Kirsi Tirri

Keyword(s):

Teacher Education ◽

Student Teachers ◽

21St Century ◽

School Community ◽

The Self ◽

Moral Commitment ◽

Mediating Factor

This article discusses the challenges of educating teachers in Finland. As a goal in teacher education for the 21st century we propose the purposeful teacher, referring to a teacher who has a long-term moral commitment to serve students, the school community and society. Our data collected from student (N = 912) and practising (N = 77) teachers yielded information on the purposes they identified as important in their lives. The survey included quantitative instruments and open- ended questions. The teachers identified happiness, relationships, work and self-actualisation as the most important contents of their aspirations. All the content categories could be understood as potential purposes in that the benefit extended beyond the teachers themselves. However, almost half of the student teachers (46%) and over half of teachers (55%) revealed only self-orientation. Less than half of them (43%, 36%, respectively) showed a beyond-the-self orientation, which is indicative of a purposeful teacher. Among the practising teachers, teaching appeared to be mainly a mediating factor in realising their purposes or aspirations. These results have implications related to contemporary teacher education in Finland. Both pre- and in-service teachers need to know about purposeful teaching in order to find meaning in their work.

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