scholarly journals TEACHER THEORY AND ADAPTABLE MODEL: AN APPLICATION TO TEACHING PROFESSION

2021 ◽  
Vol 8 (12) ◽  
Author(s):  
Leovigildo Lito D. Mallillin
Keyword(s):  
Student Performance ◽  
Teaching And Learning ◽  
Daily Basis ◽  
Teaching Profession ◽  
Prior Learning ◽  
Learning And Teaching ◽  
Technological Impact ◽  
Practical Experiences ◽  
Learning Guide ◽  
Professional Fields

<p>The application of teaching profession in the teacher theory and adaptable model defines a teaching work and features that involves the change, novelty, and daily basis of uncertainty. The change is effectively a response to the necessary adaptability among teachers in their function and healthy effectiveness in their work. It assesses the various approaches and adaptability to describe the practice and implication on the development of teachers’ relevance to the knowledge for further experiences. It provides adaptability and technological impact and change in the teaching process. On the other hand, the teacher theory and adaptable model in the application of the teaching profession refers to the following acronym, T stands for Talent, E stands for Enthusiastic, A stands for Adaptable, C stands for Creative, H stands for Honest, E stands for Effective, and R stands for Resourcefulness where the approach and the process consider teaching and learning perspective manner considering the student performance in the learning process. The teaching provides rich knowledge of the profession of teachers as specialists in molding and shaping the future of students in their professional fields. Moreover, the teacher theory and adaptable model cycle highlights the characteristics and features of expert teachers to include content knowledge, extensive pedagogy, diverse learners, adaptation, problem solving strategies and techniques, decision making, event classroom perception, context sensitivity, and respect for students. It stresses the knowledge that holds teachers in the academic assimilation and highlights knowledge in the classroom practical experiences. Furthermore, the application of the theory and adaptable model in the teaching profession is very essential in the structure and understanding the domain of learning and teaching as to affective, cognitive, and psychomotor domains in different approaches of teaching as to student reinforcement and learning guide, make relevant learning meaningful, foster learning, self-direction, and incorporate interes t and prior learning knowledge.</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0974/a.php" alt="Hit counter" /></p>

scholarly journals The Factors Influencing Teaching (FIT)

2020 ◽  
Author(s):  
Suleyman Celik
Keyword(s):  
Reliability And Validity ◽  
Teaching Profession ◽  
Motivational Factors ◽  
Social Utility ◽  
Educational Setting ◽  
Prior Learning ◽  
Moral Value ◽  
Learning And Teaching ◽  
Factors Influencing ◽  
Teacher Training Students

<p>This study investigated the fitness of the Factors Influencing Teaching (FIT) Choice scale in a Kurdish educational setting among undergraduate teacher-training students (N=1335) encompassing nursery, primary and secondary education. The factors motivating this population to become teachers were examined in the Iraqi-Kurdish educational context. The-FIT-Choice scale was translated into the Kurdish language and its reliability and validity were measured. Intrinsic/altruistic and social utility values were found to be the most important factors behind the choice of the teaching profession as a career. Intrinsic career value, social contribution, the experience of prior learning and teaching were also influential motivational factors in this choice, as were social influences and social status factors. Compared to similar research conducted in Australian and Turkish educational settings, however, fall back career, job security, time for family, job transferability, the opportunity to shape the future of children and enhance social equity did not demonstrate meaningful value as motivational factors in this survey. One of the most important results differentiating this from other studies was that the addition of moral value factors to the original scale revealed that these values played an important role in students’ perceptions towards the teaching profession as a career.</p>

The Misunderstanding of Music-Technology-Education: A Meta Perspective

2012 ◽  
pp. 432-456 ◽  
Author(s):  
Evangelos Himonides
Keyword(s):  
Informal Learning ◽  
Teaching And Learning ◽  
Music Technology ◽  
Learning Needs ◽  
Active Engagement ◽  
Prior Learning ◽  
Learning And Teaching ◽  
Policy Frameworks ◽  
Recent Position ◽  
Primary Focus

This article explores the concept of “technology” within the wider contexts of music and education. It draws upon a recent position paper by Himonides and Purves (2010), which argues that technology should not be viewed as a solution for the music educator to apply in the classroom. “Music technology” should be treated like any other tool that supports learning and teaching; helps us engage with valued forms of knowledge; celebrates and recognizes the importance of prior learning and experience; requires the teacher to scaffold learning; needs assessment to be congruent with learning; promotes the active engagement of the learner; fosters both individual and social processes and outcomes; recognizes the significance of informal learning; depends on teacher learning; and, finally, demands consistent policy frameworks with support for teaching and learning as the primary focus.

scholarly journals Association between Influential Factors and Teaching Profession as Career Choice among Undergraduate Student Teachers: A Structural Equation Study

2020 ◽  
Vol 9 (31) ◽  
pp. 166-177
Author(s):  
Suleyman Celik
Keyword(s):  
Student Teachers ◽  
Structural Equation ◽  
Reliability And Validity ◽  
Teaching Profession ◽  
Influential Factors ◽  
Motivational Factors ◽  
Social Utility ◽  
Prior Learning ◽  
Moral Value ◽  
Learning And Teaching

This study investigated the fitness of the Factors Influencing Teaching (FIT) Choice scale in a Kurdish educational setting among undergraduate teacher-training students (N=1335) encompassing nursery, primary and secondary education. The factors motivating this population to become teachers were examined in the Iraqi-Kurdish educational context. The-FIT-Choice scale was translated into the Kurdish language and its reliability and validity were measured. Intrinsic/altruistic and social utility values were found to be the most important factors behind the choice of the teaching profession as a career. Intrinsic career value, social contribution, the experience of prior learning and teaching were also influential motivational factors in this choice, as were social influences and social status factors compared to similar research conducted in Australian and Turkish educational settings, however, fall back career, job security, time for family, job transferability, the opportunity to shape the future of children and enhance social equity did not demonstrate meaningful value as motivational factors in this survey. One of the most important results differentiating this from other studies was that the addition of moral value factors to the original scale revealed that these values played an important role in students’ perceptions towards the teaching profession as a career.

Impact Of Instructional Technology Inclusions In Course Delivery For Engineering And Business Education

2014 ◽  
Vol 1 (1) ◽  
pp. 443-448
Author(s):  
Rizwan Muhammad ◽  
Nisa Fakharun ◽  
Adeel Muhammad ◽  
Ramzan Muhammad ◽  
Lal Mohan Baral
Keyword(s):  
Instructional Technology ◽  
Blended Learning ◽  
Student Performance ◽  
Teaching And Learning ◽  
New Technologies ◽  
Learning Experience ◽  
Strategic Decision ◽  
Learning Technology ◽  
Learning And Teaching ◽  
Improved Learning

AbstractAs new technologies are emerging, new trends are also emerging in teaching and learning. Technology inclusion in teaching provides alternative ways to deliver education in pursuit of promoting learning. One of the innovative methods is Blended Learning (BL). This method incorporates both, the traditional Face-to-Face (F2F) instruction and Web-based distance learning method and it imparts an improved learning experience for the students. In this case study, BL models were adopted involving the teaching of two courses—business management and industrial manufacturing at University of Management and Technology (UMT) Lahore. In the models, students’ performance in terms of their liking threshold, were used as the output. The results revealed that instructional technology inclusion caused greater successes in terms of course acceptability by students. This showed an average improvement of 64% in the student performance. ICT or Information and Communication Technology have gained popularity in education sector. In the recent years the term “e-learning” has emerged as a result of the integration of ICT in the education field, but some pitfalls have been identified and this have led to the “Blended learning” phenomenon. The paper can provide directions for the future blended learning environment that may be opted by all the three main stakeholder student, tutors and institution to make strategic decision about the learning and teaching initiatives. The paper concludes that blended learning offers the most flexible and result oriented learning. This paper provides case studies of two of the BL courses including the mode of offering, content with assessment strategies for students to meet the learning outcomes of the courses in detail.

scholarly journals PENGEMBANGAN SUPERVISI PENDIDIKAN DI SMK. MAMBAUL ULUM BATA-BATA PAMEKASAN(Analisis Implementatif Terhadap Program Pembelajaran PAI)

2018 ◽  
Vol 5 (2) ◽  
pp. 42-56
Author(s):  
Abdul Munib
Keyword(s):  
Teaching And Learning ◽  
Teaching Profession ◽  
Teaching Staff ◽  
Good Communication ◽  
Learning And Teaching ◽  
Cultural Centers ◽  
Models Of Teaching ◽  
Learning Aids ◽  
Communication Links ◽  
Learning Programs

The focus of the research core is: 1) Form of development of education supervision, 2) Results of developing education supervision. The forms of education supervision development activities include: a) Maximizing the available potential, b) giving exemplary example, c) Providing freedom for teachers to be creative, d) Making good communication links to all parties, e) Supervising activities are carried out by means of gradually. While the results of the development of education supervision include: a) Principals' ability to organize and foster teachers, motivate and increase morale, uphold discipline, provide consultation, lead discussions, and help solve problems, develop the teaching profession, seek librarianship for teachers, giving teachers the opportunity to compile lesson material as additional books and creating a conducive, active and fun learning atmosphere, b) developing an applicable curriculum, creating an appropriate learning and teaching climate, directing teachers, coordinating teaching staff, providing new educational information, develop appropriate learning programs, develop learning materials with teachers, develop models of teaching and learning with teachers, develop learning aids with teachers, give examples of teaching and learning models, help create schools as cultural centers to develop students like a whole person, c) improve the implementation of curriculum support activities, establish relationships with the school community.

scholarly journals The Factors Influencing Teaching (FIT)

2020 ◽  
Author(s):  
Suleyman Celik
Keyword(s):  
Reliability And Validity ◽  
Teaching Profession ◽  
Motivational Factors ◽  
Social Utility ◽  
Educational Setting ◽  
Prior Learning ◽  
Moral Value ◽  
Learning And Teaching ◽  
Factors Influencing ◽  
Teacher Training Students

<p>This study investigated the fitness of the Factors Influencing Teaching (FIT) Choice scale in a Kurdish educational setting among undergraduate teacher-training students (N=1335) encompassing nursery, primary and secondary education. The factors motivating this population to become teachers were examined in the Iraqi-Kurdish educational context. The-FIT-Choice scale was translated into the Kurdish language and its reliability and validity were measured. Intrinsic/altruistic and social utility values were found to be the most important factors behind the choice of the teaching profession as a career. Intrinsic career value, social contribution, the experience of prior learning and teaching were also influential motivational factors in this choice, as were social influences and social status factors. Compared to similar research conducted in Australian and Turkish educational settings, however, fall back career, job security, time for family, job transferability, the opportunity to shape the future of children and enhance social equity did not demonstrate meaningful value as motivational factors in this survey. One of the most important results differentiating this from other studies was that the addition of moral value factors to the original scale revealed that these values played an important role in students’ perceptions towards the teaching profession as a career.</p>

scholarly journals Teacher Motivation as a Factor in Language Teaching and Learning in Nepal

2018 ◽  
Vol 6 ◽  
pp. 1-4
Author(s):  
Kedar Prasad Sah
Keyword(s):  
Language Learning ◽  
Student Performance ◽  
Teaching And Learning ◽  
Classroom Behavior ◽  
Teacher Motivation ◽  
School Level ◽  
Learning And Teaching ◽  
Teaching Efficiency ◽  
Teaching Learning ◽  
The Impact

This study was carried out to investigate the level of teacher motivation, the association between teacher motivation and language learning and teaching as well as the policies that provinces have created. The study became necessary in order to assess the impact of policies the provinces have brought regarding the remuneration of school level teachers and other factors. This view is held that there has been no commensurate improvement in student performance in response to government’s gesture. The teachers are found less motivated towards their classroom behavior. Teachers claim that they are not motivated to teach is supported by negative assessment of several variables in teaching/learning environment that are critical in raising and maintaining teacher motivation, teaching efficiency and classroom activities.Academic Voices Vol.6 2016: 1-4

scholarly journals Exploring Teachers’ Beliefs and the Teaching Profession in Aceh

2015 ◽  
Vol 2 (1) ◽  
pp. 62
Author(s):  
Sri Rahayu Jumiati Ningsih ◽  
Ika Apriani Fata
Keyword(s):  
High Schools ◽  
Career Paths ◽  
Teaching And Learning ◽  
Teaching Profession ◽  
Teaching Methodologies ◽  
Learning And Teaching ◽  
Qualified Teachers ◽  
Teachers Beliefs ◽  
Intentional Activity ◽  
Beliefs About Learning

Formal teaching is an intentional activity that requires teachers to have beliefs and experiences. Teachers’ beliefs are defined by Johnson (1994) as something that is formed early in life as a result of a person’s education and experience. Strong beliefs about learning and teaching are well established by the time a student completes schooling. This study intends to find out the beliefs of teachers of English at junior and senior high schools in Aceh. The study surveyed three qualified teachers as participants (in which one is also a vice-principal of his school) and used 15 questions to ascertain their techniques, beliefs and career paths. The results show that teachers’ beliefs are related to the teaching methodologies that they use. According to the teachers’ beliefs, the teaching methodologies should be varied from time by time according to the situation and the curriculum. Besides, each participant has committed to a career in the teaching profession persistently despite facing many obstacles and challenges during teaching and learning. The participants dreamt of being teachers since they were children. The authors suggest other researchers might see applications of this research for studying the benefits and weaknesses of different teaching methodologies based on teachers’ beliefs. 

scholarly journals Teacher Motivation as a Factor in Language Teaching and Learning in Nigeria

2013 ◽  
Vol 17 (1-2) ◽  
pp. 14-25
Author(s):  
Nkechi M Christopher
Keyword(s):  
Language Learning ◽  
Student Performance ◽  
Teaching And Learning ◽  
Teacher Motivation ◽  
Learning And Teaching ◽  
Teaching Efficiency ◽  
Learning Journal ◽  
Teaching Learning ◽  
The Impact ◽  
Made In

A survey was carried out to investigate the level of teacher motivation, the association between teacher motivation and language learning and teaching, as well as the factors that could impact on them in two states in the Nigeria federation. This study became necessary in order to assess the impact that government efforts, particularly the use of salary incentives, have made in restoring standards in the school system. The view is held that there has been no commensurate improvement in student performance in response to government’s gesture. However, this study indicates that most teachers are more intrinsically than extrinsically motivated in their exhibition of commendable classroom behaviours. Teachers’ claim that they are not motivated to teach is supported by negative assessment of several variables in the teaching/learning environment that are critical in raising and maintaining teacher motivation, teaching efficiency and effective language learning. Journal of NELTA, Vol. 17 No. 1-2, December 2012, Page 14-25 DOI: http://dx.doi.org/10.3126/nelta.v17i1-2.8089

BUILDING ACADEMIC STAFF CAPACITY TO SUPPORT ONLINE LEARNING IN DEVELOPING COUNTRIES

2013 ◽  
Vol 17 (2) ◽  
Author(s):  
Greig Krull ◽  
Brenda Mallinson
Keyword(s):  
Teaching And Learning ◽  
Tertiary Education ◽  
Academic Staff ◽  
Online Communication ◽  
Distance Teaching ◽  
Online Learners ◽  
Web Technologies ◽  
Course Material ◽  
Practical Experiences ◽  
Online Communication Tools

Higher Education Institutions (HEIs) in Africa face the challenge of responding to the expanding demand for tertiary education while maintaining or enhancing the quality of their course offerings. This has led to some HEIs introducing interactive web technologies to support their distance teaching and learning practices. However, academic staff at these institutions may struggle to provide sufficient support to online learners in part due to inadequate staff capacity in terms of familiarity with and use of online communication tools. This paper reports the practical experiences of building academic staff capacity within three southern Africa institutions, in order to initiate skills development and introduce foundational concepts in support of engaging online learners. The design of the course material is discussed and the experiences of the facilitators and participants are examined.

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