Perspectives on Teacher Research

2017 ◽  
pp. 191-206
Author(s):  
Salika A. Lawrence ◽  
Rochelle G. Kaplan ◽  
Ellina Chernobilsky
Keyword(s):  
Professional Growth ◽  
Teaching And Learning ◽  
Teacher Research ◽  
Classroom Research ◽  
Limited Time ◽  
Teachers Perceptions ◽  
Self Study ◽  
Self Reports ◽  
Classroom Inquiry ◽  
The Relationship

Given the diversity encountered in today's classrooms, teacher research presents an opportunity for teachers to discuss how to conduct research and benefit from self-study in their own classrooms. Although teachers derive their decision-making through different paths, in this chapter the authors explore the practices teachers apply when engaging in research and teachers' perceptions about the benefits and challenges of classroom inquiry. Data from teachers' self-reports are examined to determine the extent to which teachers' classroom research impacted their practices. Teachers reported that classroom inquiry was a beneficial form of professional growth because it helped them to closely examine the relationship between teaching and learning through close examination of data and student practices. However, teachers consistently reported that limited time hindered ongoing inquiry and opportunities to collaborate with colleagues.

scholarly journals The role and importance of mentoring in physiotherapy

2006 ◽  
Vol 62 (3) ◽  
Author(s):  
N. Naidoo
Keyword(s):  
Career Development ◽  
Professional Growth ◽  
Teaching And Learning ◽  
Deep Understanding ◽  
Undergraduate Training ◽  
Problem Solving Skills ◽  
Mentoring Practices ◽  
Physiotherapy Programme ◽  
The Relationship ◽  
Physiotherapy Students

Numerous opportunities are afforded by mentoring for career development, new knowledge, stronger theoretical and practical foundations, as well as development of leadership and problem-solving skills. In physiotherapy, mentoring as relates to practice, education and research will help to ensure the growth and future of the profession. Mentoring can be utilised in many different instances in the teaching and learning cycle of physiotherapy students and physiotherapists and can contribute towards professional growth. The benefits derived by the mentor and mentee are immense if implemented in accordance with a deep understanding of the mentoring process. The mentoring process needs to be based on intelligent reading of situations and action by the mentor and mentee for a successful relationship. Each mentoring connection is unique, therefore each person enters the relationship and process with their own values and expectations. Mentoring practices are an effective way of supporting and fosteringdevelopment throughout the duration of the undergraduate physiotherapy programme, and professional and career development of physiotherapists. This article reviews the process of mentoring and its importance for implementation in physiotherapy, for undergraduate training and physiotherapy professional growth.

scholarly journals Connections between Teachers’ Motivational Behaviour and School Student Engagement

2021 ◽  
Vol 19 (53) ◽  
pp. 165-184
Author(s):  
Agne Brandisauskiene ◽  
Jurate Cesnaviciene ◽  
Ramute Bruzgeleviciene ◽  
Rasa Nedzinskaite-Maciuniene
Keyword(s):  
Student Engagement ◽  
Professional Growth ◽  
Teaching And Learning ◽  
Psychological Needs ◽  
Self Determination ◽  
Learning Climate ◽  
Measuring Instruments ◽  
Growth Path ◽  
School Students ◽  
The Relationship

Introduction.  Teachers are invited to seek answers to many questions on their professional growth path. This article aims at drawing attention to their motivational behaviour in teaching school students. According to the theory of self-determination, appropriate motivating (that is, autonomy-supportive) behaviour of teachers can respond to a child’s essential psychological needs, and thus enable him or her to engage in the teaching and learning process. Therefore, the goal of this study is to examine the relationship between teachers’ motivational behaviour and student engagement.  Method.  The sample was composed of 687 students. Two measuring instruments were used: Learning Climate Questionnaire (LCQ) (Black & Deci, 2000) and Student Engagement Scale (Lam et al., 2014). Descriptive statistics, t test, ANOVA, correlational analyses, and multiple linear regression analyses were used to analyse the data. Results.  The research results suggest that teachers’ motivational behaviour (students’ perceived level of autonomy-supportive teaching) significantly predicts student engagement. The studied Lithuanian children are characterised by the same engagement as children from all over the world; they see the meaning of their work and focus on it. Discussion and Conclusion.  The conducted research also confirms a universal trend that boys are less involved than girls, although there were no statistically significant differences in the perceived level of teachers’ autonomy-supportive behaviour (for boys and girls). 

scholarly journals KERJA SAMA ANTAR GURU DI SMP ISLAM TERPADU BABUSSALAM KUALA KAPUAS

Jurnal Socius ◽  
2013 ◽  
Vol 2 (2) ◽  
Author(s):  
Nurul Fitriah
Keyword(s):  
High School ◽  
Junior High School ◽  
Learning Process ◽  
Teaching And Learning ◽  
Junior High ◽  
Sampling Technique ◽  
Data Sources ◽  
Teachers Perceptions ◽  
Cooperative Relationships ◽  
The Relationship

Ideally the relationship among teachers in a school is harmonious so that the teaching and learning process in the school can be well established. The purpose of this research was to determine the of cooperation among teachers, teachers perceptions on cooperative relationships in schools and the factors that affect the cooperative relationships among teachers in junior high school IT Babussalam Kuala Kapuas.This study used qualitative methods that took place in junior high school IT Babussalam Kuala Kapuas. The data sources consisted of 16 teachers, the selection of data sources were based on a purposive sampling technique. The results of this research showed that (1) in general the cooperation among PNS/GTD, GTY and GTT teachers at junior high school IT Babussalam Kuala Kapuas is adequately good, it could be seen through the teaching and learning process  which has worked well all day and the other planned activities which have been  implemented; (2) regarding the teachers perceptions on cooperation among teachers in junior high school IT  Babussalam Kuala Kapuas, there are 12 teachers who have adequately good perception, two teachers who still have less perception, and two other teachers who have good perception; (3) the factors that affected the cooperation among GTD/PNS, GTY and GTT teachers at  junior high school IT Babussalam Kuala Kapuas were  communication, the existence of clear objectives, a sense of responsibility, mutual understanding, sincerity in work and mutual aids in performing the task, as well as  trust among teachers. Key words: Teachers cooperation 

The Two Components of Social Desirability and their Relations to Resting Frontal Brain Asymmetry

2005 ◽  
Vol 26 (1) ◽  
pp. 29-42 ◽  
Author(s):  
Cornelia A. Pauls ◽  
Jan Wacker ◽  
Nicolas W. Crost
Keyword(s):  
Impression Management ◽  
Big Five ◽  
Hemispheric Asymmetry ◽  
Incentive Motivation ◽  
Blink Rate ◽  
Frontal Brain ◽  
Self Reports ◽  
Opposite Sex ◽  
The Relationship ◽  
Α Band

Abstract. The aim of the present study was to investigate the relationships between resting frontal hemispheric asymmetry (FHA) in the low α band (8-10.25 Hz) and the two components of socially desirable responding, i.e., self-deceptive enhancement (SDE) and impression management (IM), in an opposite-sex encounter. In addition, Big Five facets, self-reports of emotion, and spontaneous eye blink rate (BR), a noninvasive indicator of functional dopamine activity, were assessed. SDE as well as IM were related to relatively greater right-than-left activity in the low α band (i.e., relative left frontal activation; LFA) and to self-reported positive affect (PA), but only SDE was related to BR. We hypothesized that two independent types of motivational approach tendencies underlie individual differences in FHA and PA: affiliative motivation represented by IM and agentic incentive motivation represented by SDE. Whereas the relationship between SDE and PA was mediated by BR, the relationship between SDE and FHA was not.

Productive Vocabulary Knowledge of ESL Learners

2018 ◽  
Vol 1 (1) ◽  
pp. 32-41 ◽  
Author(s):  
Abdulmalik Usman ◽  
Dahiru Musa Abdullahi
Keyword(s):  
Teaching And Learning ◽  
English Language ◽  
Vocabulary Knowledge ◽  
Writing Quality ◽  
Lexical Frequency ◽  
Frequency Profile ◽  
Esl Learners ◽  
The Relationship

The paper seeks to investigate the level of productive knowledge of ESL learners, the writing quality and the relationship between the vocabulary knowledge and the writing quality. 150 final year students of English language in a university in Nigeria were randomly selected as respondents. The respondents were asked to write an essay of 300 words within one hour. The essays were typed into Vocab Profiler of Cobb (2002) and analyzed the Lexical Frequency Profile of the respondents. The essays were also assessed by independent examiners using a standard rubric. The findings reveal that the level of productive vocabulary knowledge of the respondents is limited. The writing quality of the majority of the respondent is fair and there is a significant correlation between vocabulary and the witting quality of the subjects. The researchers posit that productive vocabulary is the predictor of writing quality and recommend various techniques through which teaching and learning of vocabulary can be improved.

1. The Neoliberal Logic of Service-Learning

2020 ◽  
Vol 2 (1) ◽  
pp. 1-18 ◽  
Author(s):  
Megan Snider Bailey
Keyword(s):  
Higher Education ◽  
Service Learning ◽  
Teaching And Learning ◽  
Community Partnerships ◽  
Market Forces ◽  
Community Based ◽  
University Partnerships ◽  
Economic Changes ◽  
The Public ◽  
The Relationship

<?page nr="1"?>Abstract This article investigates the ways in which service-learning manifests within our neoliberal clime, suggesting that service-learning amounts to a foil for neoliberalism, allowing neoliberal political and economic changes while masking their damaging effects. Neoliberalism shifts the relationship between the public and the private, structures higher education, and promotes a façade of community-based university partnerships while facilitating a pervasive regime of control. This article demonstrates that service-learning amounts to an enigma of neoliberalism, making possible the privatization of the public and the individualizing of social problems while masking evidence of market-based societal control. Neoliberal service-learning distances service from teaching and learning, allows market forces to shape university-community partnerships, and privatizes the public through dispossession by accumulation.

scholarly journals From Resistance to Digital Technologies in the Context of the Reaction to Distance Learning in the School Context during COVID-19

2021 ◽  
Vol 11 (4) ◽  
pp. 163
Author(s):  
Giusi Antonia Toto ◽  
Pierpaolo Limone
Keyword(s):  
Distance Learning ◽  
School Context ◽  
Digital Technologies ◽  
Point Of View ◽  
View Factor ◽  
Regression Analyses ◽  
Teachers Perceptions ◽  
Professional Perception ◽  
The Relationship ◽  
Professional Perceptions

In the relationship between teachers and distance learning in the context of COIVD-19, a series of unprecedented dynamics have emerged relating to a process of open-air experimentation that is going on in the world of school. The main constructs investigated in this paper concern the professional perceptions of teachers in terms of their skills and resistances towards digital technologies. To investigate this topic, a questionnaire on distance learning was administered to a sample of 658 teachers. From a methodological point of view, factor and reliability analyses and correlation and regression analyses were conducted. From the analysis of the results, it emerged that the questionnaire measures the resistance of teachers to distance learning and focuses on three main dimensions (two positive and one negative) that link teachers’ perceptions to the resistance to distance learning. In conclusion, the theme of the acceptance of technologies in the practice of teachers is still a subject full of meaning for professional perception and vision. A second issue concerns precisely the relationship between digital technologies and users, which must no longer focus only on the relationship with students but also on the perspective of the other training actors, including teachers.

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