scholarly journals LOCUS OF CONTROL IN GEORGIAN TEACHERS AND ITS RELATION TO TEACHER BURNOUT

2016 ◽  
Vol 11 (1) ◽  
pp. 8-15
Author(s):  
Maya Bitsadze ◽  
Marine Japaridze
Keyword(s):  
Public Schools ◽  
Teacher Preparation ◽  
Locus Of Control ◽  
General Education ◽  
Teacher Burnout ◽  
Maslach Burnout Inventory ◽  
Teaching Profession ◽  
Teacher Preparation Programs ◽  
Professional Burnout ◽  
Preparation Programs

The intensive reforms taking place in general education field in Georgia impose considerable stress to those engaged in teaching profession. This may gradually lead to the condition of professional burnout of teachers. According to the conducted research some teachers have experienced burnout while others did not. The purpose of the present research is to identify how the personal quality such as control of locus may have influenced the level of burnout in Georgian teachers. Two self-assessment instruments, Rotter Scale and Maslach Burnout Inventory (MBI), were used in this research to measure control of locus type and level of burnout among Georgian teachers. Two questionnaires were distributed among 407 teachers at Public schools of Georgia. After dismissing inaccurately filled out questionnaires the analysis was conducted based on the data received from 373 questionnaires. The research findings revealed that Georgian teachers with internal locus of control are less likely to become professional burnout victims. Significant correlations proved to exist between locus of control orientation and teacher burnout on Emotional Exhaustion (EE) and Personal Achievements (PA) subscales of MBI. The article explores the opportunities to change locus of control from external to internal as a part of teacher professional development activities guided by school Principals and through redesigning of teacher preparation programs in order to make teachers more resistant to professional burnout. Key words: teacher burnout, locus of control, teacher preparation programs.

Developing a Theory of Program Vision as Professional Socialization in Special Education Teacher Preparation

2021 ◽  
pp. 088840642110589
Author(s):  
Hannah Morris Mathews
Keyword(s):  
Special Education ◽  
Teacher Preparation ◽  
General Education ◽  
Special Educators ◽  
Professional Socialization ◽  
Special Education Teacher ◽  
Teacher Preparation Programs ◽  
Preparation Programs ◽  
Education Teacher ◽  
Roles And Responsibilities

In general education, researchers find candidates’ pre-service experiences are a tool for socialization into the knowledge, norms, and values of the profession. An important aspect of this process is program vision—the collective understanding of teaching put forth by a preparation program. Yet, few investigations in special education examine program vision. Using interviews with candidates across six teacher preparation programs, the author generates theory to understand the role of vision in special education teacher candidates’ professional socialization and how experiences of program vision are associated with their conceptions of their future roles and responsibilities. Candidates’ conception of special educators’ roles reflected three characterizations consistent within, but distinct across programs: Direct Instructor, Supportive Differentiator, and General Responder. Each profile was associated with unique roles and responsibilities for special educators. Findings draw attention to the importance of examining vision as a tool for professional socialization in special education teacher preparation.

Preparing Teachers in the Age of Equity and Inclusion

2017 ◽  
pp. 1532-1554
Author(s):  
Kelly M. Anderson
Keyword(s):  
Public Schools ◽  
Teacher Preparation ◽  
Teacher Preparation Programs ◽  
Professional Organizations ◽  
Quality Teachers ◽  
Preparation Programs ◽  
Inclusive Learning ◽  
Controversial Topic ◽  
Changing Demographics

Preparing high quality teachers for practice in P-12 schools has been an extensively debated and controversial topic for many years. Today, with the changing demographics of students in our public schools, topics such as teacher preparation and overall quality of teachers in the U.S. has gained even greater scrutiny from policymakers, private agencies, professional organizations, accreditation boards, and politicians. This chapter explores historical to more recent perspectives of teacher education and related issues surrounding the absence of a universally accepted profile of teacher quality. The chapter also includes illustrations of contemporary teacher preparation programs that have thoughtfully redesigned traditional models into integrated extensive clinical based approaches to preparing teachers. The chapter concludes with a discussion of exemplary teacher preparation practices that align with equitable and inclusive learning environments currently found in public schools.

Ethical Issues in General and Special Education Teacher Preparation: An Interface with Rural Education

2008 ◽  
Vol 27 (1-2) ◽  
pp. 43-54 ◽  
Author(s):  
Nancy M. Sileo ◽  
Thomas W. Sileo ◽  
Thomas B. Pierce
Keyword(s):  
Special Education ◽  
Teacher Education ◽  
Rural Education ◽  
Public Schools ◽  
Teacher Preparation ◽  
Ethical Issues ◽  
Special Education Teacher ◽  
Teacher Preparation Programs ◽  
Preparation Programs ◽  
Education Teacher

Teacher education may be the most important variable to ensure consideration of ethical issues in public schools. However, many teacher preparation programs may not equip teachers with the knowledge, skills, and dispositions to make moral judgments and decisions necessary to provide high quality education for all students. This article addresses ethical issues and practices that impact teacher education, their interface with rural education, and results of a national research study that assesses extent to which and how preservice teacher preparation programs attend to ethical issues. Survey results indicate that teaching about ethical and professional practices is important to teacher preparation, and yet, receives little emphasis in most programs. Key Words: Educational Equity, Ethics, Morality, Rural Education, Special Education, Teacher Preparation, and Values

Increasing Access to Teacher Preparation: The Effectiveness of Traditional Instructional Methods in an Online Learning Environment

2000 ◽  
Vol 15 (2) ◽  
pp. 37-46 ◽  
Author(s):  
Steven Bradford Smith ◽  
Sean Joseph Smith ◽  
Randall Boone
Keyword(s):  
Online Learning ◽  
Teacher Preparation ◽  
Learning Environment ◽  
General Education ◽  
Academic Outcomes ◽  
Instructional Methods ◽  
Online Discussions ◽  
Teacher Preparation Programs ◽  
Online Learning Environment ◽  
Preparation Programs

Distance education via the World Wide Web is currently being examined as a method to provide special and general education instruction in teacher preparation programs. The purpose of this study was to compare the effectiveness of traditional instructional methods in an online learning environment. Results of this study revealed that overall there were no significant differences between learning under the two conditions. That is, student academic outcomes were the same when instruction was delivered in a traditional classroom or through an online learning environment. Some advantage was found to online discussions in contrast to face-to-face discussions. Traditional instructional methods, such as those used in this study, produce similar academic outcomes when delivered through online learning environments. The implications of these results for teacher preparation practice are discussed.

scholarly journals Developing Classroom Management Strategies in Non-Native Culture: A Single Case Study

2018 ◽  
Author(s):  
Xianquan Liu ◽  
Wayne Babchuk
Keyword(s):  
Public Schools ◽  
Teacher Preparation ◽  
Classroom Management ◽  
Single Case ◽  
Management Strategies ◽  
Teacher Preparation Programs ◽  
Single Case Study ◽  
Preparation Programs ◽  
Classroom Management Strategies

This single case study explored the practicum and student teaching experience of a native Chinese pre-service language teacher in order to better understand her process of developing classroom management strategies and the difficulties and challenges emerged in that process. In a broader sense, the case study aims to inform teacher preparation programs in terms of preparing Chinese teachers for secondary public schools in the U.S. The longitudinal study employed semi-structured interviews, classroom observation notes, teaching reflections and documents. Six themes — instructional challenges, coping strategies, cultural difference, language frustration, attitudes and feelings, and improvement — emerged from constant comparative analysis. Compared with previous literature, the current research underscores the importance of accessibility of classroom management resources and the positive problem-solving attitude of the native Chinese pre-service teacher in her challenging experience of developing classroom management strategies in American public schools. The researchers discuss the needs for providing supporting accommodations for native Chinese pre-service teachers in teacher preparation programs.

Teacher Preparation Considerations

2013 ◽  
Author(s):  
Jay Dorfman
Keyword(s):  
Teacher Education ◽  
Teacher Preparation ◽  
General Education ◽  
Music Teachers ◽  
Music Teacher ◽  
Teacher Preparation Programs ◽  
Preparation Programs ◽  
Email Communication ◽  
Music Department ◽  
Teacher Education Faculty

In order to accommodate the growth of technology-based music classes in schools, institutions that educate music teachers—both prior to their service and during—must begin to implement structures for inclusion of TBMI in their curricula. In this chapter, I will examine some of the models of inclusion of TBMI in teacher education. I will do so with the understanding that teacher education in music is a constant work in progress, and that adding TBMI in already crowded curricula is a very difficult task. Students working toward music teacher certification typically take a course focused on the uses of technology. Music teacher education faculty members generally agree that it is necessary for the skills embedded in these classes to be developed. In addition, the accrediting bodies that enable teacher preparation programs to grant licensure credentials suggest inclusion of such a course. Courses in teacher preparation programs frequently address many of the standards delineated in the previous chapter, specifically the types of skills suggested by the TI:ME standards. An emphasis of some of these courses lies in the area of information management and communication. Students are often engaged—though sometimes unnecessarily so—in activities such as database creation and management, email communication, simple website development, and the uses of general education software. This is often the case when pre-service teachers are required to take courses in information technology or education departments of the university other than the music department in which the focus of the courses is general educational technology, devoid of a content area emphasis. Requiring these types of classes denies the existence of the critical intersections built into the TPACK model, which suggests that content, technology, and pedagogy influence each other. Music teacher educators should carefully consider whether such non-specific courses are advantageous for their students; perhaps there are better ways for future music teachers to gain proficiency with technologies that will be more meaningful for them in their careers.

scholarly journals Values and Dispositions of Omani Novice Teachers as Perceived by School Principals and Assistant Principals

2020 ◽  
Vol 10 (4) ◽  
pp. 25
Author(s):  
Fawzia Al Seyabi
Keyword(s):  
Public Schools ◽  
Teacher Preparation ◽  
Novice Teachers ◽  
Assistant Principals ◽  
Teacher Candidates ◽  
School Principals ◽  
Teacher Preparation Programs ◽  
Ministry Of Education ◽  
Preparation Programs ◽  
Emerging Themes

Equipping teacher candidates with values and dispositions has become an important part of the conversation about effective teaching and teacher preparation programs are increasingly expected to integrate dispositions in their agenda. The purpose of the present study is two-folded. It aims at investigating the kind of dispositions of novice Omani teachers as perceived by school principals and assistant principals. It also aims to identify the type of factors that affect the shaping of novice teachers’ dispositions/values. Interviews were conducted with ten school principals and five assistant principals from various public schools in two different directorates of education in Oman. Data of the interviews were analyzed qualitatively by identifying the most emerging themes in terms of the most and least developed dispositions as well as factors shaping them. Findings revealed that dispositions related to ambition and flexibility were highly observed among novice teachers while dispositions related to sense of belonging and commitment and responsibility were less observed. The study also showed that there was a range of factors shaping the development of novice teachers dispositions ranging from broader macro factors such as how the society views a teacher and the appointment situation in Oman to more micro institutional factors such as the huge demands of the job and the type and level of support that schools provide to novice teachers. The paper makes recommendations relevant to both teacher preparation programs and the Ministry of Education.

scholarly journals The Inclusive Education: Policy Issues and Challenges. The Rights in the Amended Special Edu- cation Law in Israel (1988)

2020 ◽  
Vol 18 (1) ◽  
pp. 14-23
Author(s):  
L. Shaked
Keyword(s):  
Special Education ◽  
Teacher Preparation ◽  
General Education ◽  
Students With Disabilities ◽  
Inclusive Education ◽  
Special Education Law ◽  
Education Law ◽  
Teacher Preparation Programs ◽  
Preparation Programs ◽  
Restrictive Environment

This paper discusses the effects of Special Education law (1918) in Israel and amendments followed in 2002; 2018 on school placement policy and attitudes toward inclusion. The critics on differential budget to different setting that the budget doesn’t support the least restrictive environment concept and inequality in the allocation of resources among students in special education and students integrated in the regular education lead to the amendment nr.11 of Special Education law. Present paper argues that while state policy makes an ongoing effort to increase access to general edu- cation by innovative legislation, increasing the state funding in order to accommodate and meet the needs of students with disabilities in inclusive education the practices of educational institutions perpetuated exclusion from general education. For regular teachers to feel confident in their ability to teach all students, a change in teacher preparation programs should be implemented. A change in teacher preparation programs still needs a profound reform.

Proactive Support for Pre-Service Candidates Going Into the K-12 Teaching Profession

2020 ◽  
pp. 316-335
Author(s):  
Penelope Debs Keough ◽  
Unoma B. Comer
Keyword(s):  
Preservice Teachers ◽  
Teacher Preparation ◽  
Teaching Profession ◽  
Student Population ◽  
Teacher Preparation Programs ◽  
Preparation Programs ◽  
K 12 ◽  
Proactive Support

An overarching issue of preparing teachers for the K-12 teaching professions rests with a lack of specific, well planned, and effective support for preservice teachers going into the profession. The main focus of this chapter will be to focus on what can be done to strengthen teacher preparation programs for preservice teachers, especially in California, where student population is burgeoning.

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