Educated in conspiracies? Specific (non) conspiracy beliefs and rationality as predictors of future teachers’ generic conspiracy beliefs and meta-beliefs across three countries

2021 ◽  
Author(s):  
Theofilos Gkinopoulos ◽  
Myrto Pantazi ◽  
Sylvain Delouvée
Keyword(s):  
Critical Thinking ◽  
Middle School Teachers ◽  
Future Teachers ◽  
School Teachers ◽  
Teachers Perceptions ◽  
Teachers Beliefs ◽  
Education Improvement ◽  
Conspiracy Beliefs ◽  
Role Of Teachers

A few studies have examined endorsement of conspiracy beliefs in cohorts of future teachers. We aimed to compare endorsement of conspiracy beliefs in future teachers, as well as the teachers’ beliefs about their students’ conspiracy beliefs in three countries. We recruited 1118 students in England, Greece and France, trained to become middle school teachers. We measured future-teachers’ generic and specific conspiracy beliefs, rationality/objectivity, beliefs in non-conspiracy explanations and their perceptions about the average student’s generic conspiracy beliefs. Differences per subject across countries and dependent measures were identified. Specific conspiracy beliefs, rationality/objectivity and official non-conspiracy explanations predicted teachers’ generic conspiracy beliefs. Teachers’ generic conspiracy beliefs, rationality/objectivity and specific conspiracy beliefs predicted teachers’ perceptions about the average student’s generic conspiracy beliefs. Discussion focuses on the role of teachers’ conspiracy beliefs in mapping out critical thinking and teaching strategies for education improvement.

Innovative Work Behaviour of School Teachers: Role of Belief for Innovation and Personality Patterns

2016 ◽  
Vol 5 (1) ◽  
Author(s):  
Anurupa Kundu ◽  
Debdulal Dutta Roy
Keyword(s):  
Idea Generation ◽  
Work Behavior ◽  
Assessment Scale ◽  
School Teachers ◽  
Innovative Work Behavior ◽  
Teachers Beliefs ◽  
Innovative Work ◽  
Role Of Teachers ◽  
Personality Patterns

In teaching, innovative work behavior is an important issue and there is a crucial role of teachers for development of innovations. Purpose of this study is to assess role of teachers beliefs and personality for innovative work behavior among school teachers. Participants were 400 secondary school teachers of 28 schools at Kolkata (West Bengal, India), who were administered the following measures: a) Innovative Work Behavior Scale (Janssen, 2000), b) Belief-Assessment Scale for Innovation and c) Neo Five Factor Inventory (Costa & McCrae, 1992). The Belief-Assessment Scale for Innovation was developed for this study. Teachers belief for innovation, openness, extra-version, and conscientiousness were found to be positively correlated with all the three domains of innovative work behavior i.e. idea generation, idea promotion, and idea realization. Neuroticism was negatively correlated with idea generation. Regression analysis revealed that teachers beliefs for innovation and degree of openness to new or different ideas have a potentially significant impact on innovative work behavior. This study is a significant contribution towards understanding the determining factors of innovative work behavior among teachers.

scholarly journals Peningkatan Kemampuan Pedagogik Guru dalam Pembelajaran Daring melalui Penerapan Kuis Interaktif Daring

2021 ◽  
Vol 3 (2) ◽  
pp. 109
Author(s):  
Helda Jolanda Pentury ◽  
Itsar Bolo Rangka ◽  
Anastasia Dewi Anggraeni
Keyword(s):  
Middle School ◽  
Online Learning ◽  
Middle School Teachers ◽  
Learning Process ◽  
Learning Activities ◽  
Learning Goals ◽  
School Teachers ◽  
Role Of Teachers ◽  
Elementary And Middle School

Learning from Home (BDR) in network (online) and offline (offline) is indeed a challenge for teachers in its application. Inaccurate and non-varied learning methods are problems that teachers often face, especially in online learning. Teachers also have to learn to be more creative in choosing learning media so that their students don't feel bored. Online learning can run well, be effective and fun it requires motivation and also creativity in these learning activities. Creativity is important because creativity is one of the factors that influence success in learning. If teachers are motivated and creative, they will improve their pedagogic ability well to achieve learning goals. The activity, which is carried out in the form of a webinar and workshop online for elementary and middle school teachers, increases the role of teachers professionally in intellectual, pedagogical, and creativity which can help develop the learning process given. The results of this activity are increasing teachers’ pedagogic competences in the selection and use of creative, varieties, and interactive. So, applying online interactive quizzes become solutions in increasing teachers’ pedagogic competence in learning and assessment, project or performance.

Role of Teachers in Building the Concept of Sustainable Development: Success or Failure

2020 ◽  
Vol 1 (1) ◽  
Author(s):  
Ayaz Muhammad Khan ◽  
Amber Jamshaid ◽  
Tayyibah Roohi ◽  
Amna Ramzan
Keyword(s):  
Sustainable Development ◽  
Primary School ◽  
Sampling Technique ◽  
School Teachers ◽  
Primary School Teachers ◽  
Primary Level ◽  
Significant Difference ◽  
Role Of Teachers ◽  
Major Factors

Sustainable Development (SD) is a rich, challenging and thought-provoking construct in social sciences. The main purpose of this paper was to identify and explore the role played by primary school teachers in building up the idea of sustainable development (SD) among students. This paper was intended to identify that how a teacher can successfully execute the concept of SD by influencing students’ minds at the primary level. Quantitative survey technique were utilized for data collection. All the primary school teachers of Lahore division comprised the population of the study. Through multistage sampling technique, 352 primary school teachers were selected as participants of the study. A self-developed SD questionnaire incorporating four major factors (teachers’ awareness, pedagogy, curricular and co-curricular activities) with Cronbach’s alpha value = .93 was used to measure the role of teachers in building the sustainability concept among students at primary level. The results indicated a significant mean score difference among SD scores of teachers, sector wise (private and public). Furthermore, the results also reconnoitered the significant difference (p=.04) between the mean scores of female and male teachers in building up the SD concept in students’ minds.

ПСИХОЛОГИЯ И ПЕДАГОГИКА В ВУЗЕ// Actual Problems of Applied Sciences Journal World, 6(16), 2019/ Chief Editor Markus Hemmer: Open European Academy of Public Sciences (OEAPS Inc.). 06.07.2019. Barcelona, Spain, 2019. - PP. 9-15.

2019 ◽  
Author(s):  
Ольга Батыровна Цагараева
Keyword(s):  
Applied Sciences ◽  
High School ◽  
High School Teachers ◽  
Learning Process ◽  
Chief Editor ◽  
Future Teachers ◽  
School Teachers ◽  
European Academy ◽  
Psychological Knowledge

В статье рассматривается роль психологических знаний в процессе обучения, анализируются современные подходы к организации подготовки преподавателей высшей школы в Узбекистане, выявлены основные тенденции и этапы формирования их компетентности, выявлены наиболее эффективные методы и формы повышения методической и психологической квалификации будущих преподавателей.The article discusses the role of psychological knowledge in the learning process, analyzes modern approaches to the organization of training of high school teachers in Uzbekistan, identifies the main trends and stages of formation their competencies, the most effective methods and forms of improving the methodological and psychological qualifications and future teachers.

scholarly journals Proposal to Structure Social Studies Course According to Toulmin’s Argumentation Model

2021 ◽  
Vol 10 (4) ◽  
pp. 118
Author(s):  
İrem Namli Altintaş ◽  
Meltem Çengel Schoville
Keyword(s):  
Critical Thinking ◽  
Social Studies ◽  
Controversial Issues ◽  
Educational Backgrounds ◽  
Teaching Content ◽  
Evaluation Models ◽  
Global Problems ◽  
Role Of Teachers ◽  
Scientific Framework

Argumentation Method, which is based on data, claims, justifications, is used in education when it comes to scientific and controversial issues. The purpose of this research, is to demonstrate how argumentation method can be used in social studies courses and to guide social studies pedagogy. Examples of activities related to how argumentation can be used in social studies courses, and suggestions about the role of teachers in the teaching process are presented throughout the research. The research emphasizes forms of argumentation based on reason, particularly the analysis of cause and effect in the analysis of human actions. Using this socio-scientific framework as the basis for social studies classroom instruction allows for meaningful in-class discussions concerning individual and global problems. In this context, argumentation can be used in teaching Content-Based Critical Thinking. In evaluating the use of the argumentation model in social studies courses, this analysis examines three interrelated variables: goals, educational backgrounds and evaluation models.

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