scholarly journals Teachers’ Engagement in and Coping with Emergency Remote Instruction During COVID-19-Induced School Closures: A Multinational Contextual Perspective

2021 ◽  
Vol 25 (1) ◽  
Author(s):  
Magdalena Jelinska ◽  
Michał B. Paradowski
Keyword(s):  
Online Teaching ◽  
Prior Experience ◽  
Teaching Experience ◽  
Contextual Effects ◽  
Sociodemographic Characteristics ◽  
School Closures ◽  
Years Of Teaching Experience ◽  
Level Of Economic Development ◽  
And Coping ◽  
The Relationship

The COVID-19 pandemic required educators and learners to shift to emergency remote instruction with little time for preparation. To understand how teachers managed the transition, we surveyed nearly 1,500 teachers from 118 countries from April to September 2020. Using cluster analysis, we detect two readily distinguishable groups of instructors: a group who was more engaged with remote instruction and had better coping in terms of online teaching challenges, and a group who had lower levels of both engagement and coping. We compare the two groups in terms of their sociodemographic characteristics, and also assess the relationship between each sociodemographic marker and teachers’ engagement and coping. Overall, our results suggest that teachers were most engaged and coped best with the transition when they had prior experience with remote instruction, taught in the higher education sector, and taught using real-time synchronous modalities. We also find non-trivial results regarding teachers’ gender, years of teaching experience, and their country’s level of economic development, and observe no relationship between teachers’ age and engagement or coping. The detection of the contextual effects underscores the importance of large multisite research.

The relationship between teacher efficacy and students' academic achievement: A meta-analysis

2018 ◽  
Vol 46 (4) ◽  
pp. 529-540 ◽  
Author(s):  
Kyung Ryung Kim ◽  
Eun Hee Seo
Keyword(s):  
Academic Achievement ◽  
Teacher Efficacy ◽  
Classroom Management ◽  
Meta Analysis ◽  
Teaching Experience ◽  
Student Academic Achievement ◽  
Years Of Teaching Experience ◽  
Efficacy Measures ◽  
The Mean ◽  
The Relationship

We conducted a meta-analysis by synthesizing the results of 16 studies involving 4,130 teachers to explore whether or not the relationship between teacher efficacy and students' academic achievement was influenced by the scale used to measure teacher efficacy, and/or by the subfactors of teacher efficacy, length of teaching experience, location of the school, or the students' educational level. The results showed that the mean relationship between teacher efficacy and students' academic achievement was significant but the effect size was small. The results also indicated that the relationship was influenced by some teacher efficacy measures and subfactors, and by length of teaching experience. In studies in which the measure used was Gibson and Dembo's scale, in regard to classroom management, and in the case of teachers with fewer than 11 years of teaching experience, the relationship between teacher efficacy and student academic achievement was nonsignificant.

scholarly journals Mathematics Teachers’ Perceptions of the Introduction of ICT: The Relationship between Motivation and Use in the Teaching Function

Mathematics ◽  
2020 ◽  
Vol 8 (12) ◽  
pp. 2158
Author(s):  
Juan-Manuel Trujillo-Torres ◽  
Hossein Hossein-Mohand ◽  
Melchor Gómez-García ◽  
Hassan Hossein-Mohand ◽  
María-Pilar Cáceres-Reche
Keyword(s):  
Mathematics Teachers ◽  
Teaching Practice ◽  
Teaching Experience ◽  
Cross Sectional Study ◽  
Cross Sectional ◽  
Teachers Perceptions ◽  
Years Of Teaching Experience ◽  
Information And Communication ◽  
Teaching Function ◽  
The Relationship

Digital self-efficacy and the amount of perceived support from the school can improve teachers’ motivation to increase the use of information and communication technology (ICT) in the classroom. Likewise, attitude, perception, gender, and experience of mathematics teachers are factors that influence their use of ICT. This study aimed to analyze the profiles of mathematics teachers, determine the existence of differences between them, and identify the sample size necessary to detect significant differences. A total of 73 high school teachers were included in this cross-sectional study. Teaching practice, ICT resources, ICT in the classroom, skills, and uses of ICT were assessed through a validated 19-item questionnaire. Statistical analysis revealed that the required sample to detect significant differences was 53 subjects. Further, 67.21% of the mathematics teachers surveyed in Melilla were younger than 40 years of age, and 62.30% had less than 6 years of teaching experience. In addition, 81.97 and 47.54% of mathematics teachers stated that they consider themselves to have sufficient ICT resources at home for their work and in the classroom, respectively. Through different clusters, mathematics teachers can be identified and classified according to their motivational and competence profiles in pedagogical and digital areas. In addition, young teachers with some teaching experience had positive perceptions of technology, as reflected by high scores in the motivation indicator for ICT.

scholarly journals Mathematical Connections Made by Teacher in Linear Program: An Ethnographical Study

2019 ◽  
Vol 9 (2) ◽  
pp. 25-34
Author(s):  
Anisa Astra Jingga ◽  
◽  
Keyword(s):  
Everyday Life ◽  
Thematic Analysis ◽  
Knowledge Construction ◽  
Teaching Experience ◽  
Ethnographic Study ◽  
Mathematical Connections ◽  
Years Of Teaching Experience ◽  
Certified Teacher ◽  
The Relationship ◽  
Mathematical Connection

Abstract Mathematical connection ability helps students to understand the concepts and the applications of mathematics, in this context, the teacher as an implementer of education has an important role to make a mathematical connection in their instruction. An ethnographic study was conducted to determine the teacher’s ability to make mathematical connections. A certified teacher with 30 years of teaching experience is observed and is interviewed to obtain the data. Data were analysed using thematic analysis. The findings show that the relationship between mathematics and everyday life arises as a mathematical connection in the form of different representations. When the teacher shows that a sentence can be another representation of a mathematical symbol, then those activity is a configuration of mathematical connection representation. In this study, the part-whole relationship is obtained not as a generalization but as a specific example. The relationship between ideas, facts, and concepts in mathematics appears in every construction, however, the process of knowledge construction is only carried out in the form of procedure and implication.

scholarly journals EFL Teachers' Reflective Teaching, Use of Motivational Strategies, and Their Sense of Efficacy

2017 ◽  
Vol 8 (2) ◽  
pp. 431 ◽  
Author(s):  
Mania Nosratinia ◽  
Zahra Moradi
Keyword(s):  
Rank Order ◽  
Teaching Experience ◽  
Reflective Teaching ◽  
Future Research ◽  
Motivational Strategies ◽  
Sense Of Efficacy ◽  
Years Of Teaching Experience ◽  
Efl Teachers ◽  
Order Coefficient ◽  
The Relationship

The present study aimed at systematically investigating the relationship among EFL teachers' Reflective Teaching (RT), Use of Motivational Strategies (UMS), and Sense of Efficacy (SE). The participants of the study were 194 male and female EFL teachers, between 20 to 30 years of age (Mage = 25) and with 1 to 10 years of teaching experience. The participants were asked to fill out three questionnaires: the RT questionnaire by Akbari, Behzadpour, and Dadvand (2010), the questionnaire of UMS by Cheng and Dörnyei (2007), and the questionnaire of SE by Tschannen-Moran and Woolfolk Hoy (2001). Analyzing the data through running the non-parametric Spearman's rank order coefficient of correlation indicated that there was a significant and positive correlation between RT and UMS, RT and SE, and between UMS and SE. Furthermore, running a multiple regression analysis revealed that RT could more significantly predict the SE among EFL teachers. Regarding the limitations and drawing upon the findings, the article concludes with some pedagogical implications and some avenues for future research.

Drawing with numb hands: Dexterity and draughtspuppets

2021 ◽  
Vol 6 (1) ◽  
pp. 69-81
Author(s):  
William Platz
Keyword(s):  
Subject Matter ◽  
Teaching Experience ◽  
Primary Site ◽  
Productive Capacity ◽  
Narrative Device ◽  
Years Of Teaching Experience ◽  
Site Of Action ◽  
The Subject ◽  
The Relationship ◽  
Dextrous Hands

This essay is part of a wider research project that has introduced puppets into the drawing studio. Puppets are odd operators, and this is an unorthodox approach to drawing research. In this case, eccentricity is appropriate given that orthodoxies of skilfulness and good drawing are the subject of investigation. Unlike other contemporary practices that utilize puppetry as subject matter, motif and narrative device, this project invites draughtspuppets to make drawings. These draughtspuppets are distinct from automata and other drawing machines, and these distinctions are outlined. The paper focuses on the virtue and value of dexterity. In drawing and in puppet manipulation, dexterity brings scrutiny to the hands as the primary site of action and queries the relationship between ‘good hands’ and ‘good drawing’. The text begins by connecting traditions of dexterity, manipulation, drawing and puppetry before delving into the essence of puppets – their animism and (semi-)autonomy – and the tacit implications of dextrous hands. This article asks the question: can puppet ontologies expose the value of dexterity as a procedural component of (good) drawing? Connecting a range of puppet scholarship, the author’s interactions with the draughtspuppets and over 25 years of teaching experience, this article finally argues for the productive capacity of draughtspuppets to transform orthodox beliefs about the tenets of dexterity and good drawing. In the final passage, the motifs present in the draughtspuppets’ recent drawings are briefly analysed and correlated with this examination.

Levels of Best Practice Implementation in Classrooms for Mildly Handicapped Students in a Rural State

1994 ◽  
Vol 13 (3) ◽  
pp. 11-17
Author(s):  
Meher E. Daruwalla ◽  
James E. Whorton ◽  
Mark G. Richmond
Keyword(s):  
Special Education ◽  
Best Practices ◽  
Teacher Certification ◽  
Best Practice ◽  
Teaching Experience ◽  
Significant Difference ◽  
Years Of Teaching Experience ◽  
Rural State ◽  
High Level ◽  
The Relationship

This study was designed to determine levels of implementation of identified best practices for mildly handicapped students in special education classrooms in Mississippi, a predominately rural state. It also investigated the relationship between the variables of teacher certification, level of special education teacher certification, years of teaching experience, and level of implementation of best practices. The results indicated a high level of acceptance and implementation of best practices. The variables of teacher certification and level of special education certification had an effect on implementation of only one best practice. There was a significant difference in the relationship between years of teaching experience and implementation of best practices.

scholarly journals On-site vs Online Teaching: Challenges and Coping Strategies

2021 ◽  
Vol 13 (1Sup1) ◽  
Author(s):  
Maria-Doina Schipor ◽  
Diana-Sînziana Duca
Keyword(s):  
Coping Strategies ◽  
Rural Areas ◽  
Urban Areas ◽  
Online Teaching ◽  
Teaching Profession ◽  
Convenience Sample ◽  
And Coping ◽  
The Relationship ◽  
Different Levels

We address in this work the relationship between the perceived demands of the teaching profession as they are conceptualized by job demands-resources model and the teachers coping strategies activated in on-site and online teaching. The participants (N=127) were a convenience sample of Romanian teachers. Specifically, we found that the teaching demands are perceived as being more challenging in online environment when teaching involves interacting with talented children, with children with behavioural problems or with abandoned children. Teachers from rural areas perceive the online teaching of talented children more demanding compared to teachers from urban areas and there are correlations between the teachers’ seniority and the teaching demands. The obtained results also showed that some teaching demands in online situation correlate significantly with certain coping strategies (e.g. the positive reappraisal coping strategy is activated by teachers who perceive the different levels of children's development as being challenging in online situation, and the acceptance strategy is used by teachers who resent an increase in teaching workload due to children who disturb the activity in the classroom). These findings are discussed in order to develop strategies to enhance the quality of teaching practices.

scholarly journals Relationship between Reflective Teaching and Teacher Autonomy among Iranian EFL Experienced and Novice Teachers

2021 ◽  
Vol 2 (5) ◽  
pp. 1-10
Author(s):  
Parvinsadat Moslehi ◽  
Hadi Salehi
Keyword(s):  
Novice Teachers ◽  
Positive Relationship ◽  
Teaching Experience ◽  
Teacher Autonomy ◽  
Reflective Teaching ◽  
Strong Positive Relationship ◽  
Years Of Teaching Experience ◽  
Efl Teachers ◽  
The Relationship

The present study was an attempt to examine the relationship between reflective teaching and teacher autonomy among Iranian EFL experienced and novice teachers. The study was conducted with a sample of 100 EFL teachers that were selected by convenience sampling from language institutes in Isfahan, Iran. In order to neutralize the role of gender, as an intervening variable, an equal number of male and female participants were invited to take part in the study. Out of participants, 50 of them were experienced and 50 were novice teachers (those teachers who had fewer than five years and more than five years of teaching experience were considered novice and experienced participants). The participants were requested to fill out two questionnaires measuring reflective teaching and teacher autonomy. The descriptive statistics as well as inferential statistics were employed to analyze the data. The findings showed that there was a strong positive relationship between the experienced teachers' reflective teaching and their teacher autonomy and there was a moderate positive relationship between the novice teachers' reflective teaching and their teacher autonomy. The results of the present study will be useful for EFL teachers to have effective teaching. Obviously, reflective teaching would help teachers to foster their independence.

scholarly journals Understanding Faculty Attitudes about Distance Education: The Importance of Excitement and Fear

2015 ◽  
Vol 19 (4) ◽  
Author(s):  
Jennifer Bunk ◽  
Rui Li ◽  
Esther Smidt ◽  
Christopher Bidetti ◽  
Brett Malize
Keyword(s):  
Distance Education ◽  
Online Education ◽  
Online Teaching ◽  
Research Question ◽  
Teaching Experience ◽  
The United States ◽  
Faculty Attitudes ◽  
Full Time ◽  
University Administrators ◽  
The Relationship

The purpose of the present study is to further understand faculty attitudes about distance education by exploring the psychological processes through which these attitudes are influenced. We explored the following research question: Do feelings of excitement versus fear mediate and/or moderate the relationship between online teaching experience and various faculty attitudes about online education? Survey data from 152 part- and full-time faculty from a midsize public university in the Mid-Atlantic region of the United States was utilized. Multiple regression analyses revealed that excitement versus fear mediates the relationship between online teaching experience and all of our outcome variables, and that excitement versus fear moderates the relationship between online teaching experience and the extent to which faculty feel that their institution is pushing too much instruction online. Our results demonstrate the importance of excitement versus fear in explaining why some faculty have negative rather than positive attitudes about distance education. Our results suggest that university administrators may find it helpful to implement policies and practices that instill a sense of excitement about distance education in all faculty.

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