Revitalizing Professionalism in Teachers

2021 ◽  
pp. 113-122
Author(s):  
Biswajit Behera
Keyword(s):  
Professional Learning ◽  
Personal Growth ◽  
Teaching And Learning ◽  
Cognitive Learning ◽  
Education Programme ◽  
Professional Preparation ◽  
Three Dimensions ◽  
Professional Status ◽  
Wide Range ◽  
Situational Learning

The hope of revitalizing school education is driven towards the professional and personal growth of the teacher. The professional preparation of teachers has been recognized to be crucial for the qualitative improvement of education (Kothari Commission, 1964-66). The emphasis in the teacher education programme should be on enabling the trainees to acquire the ability for self-learning and independent thinking. Teachers should have possession of professional knowledge and professional status. Teachers are expected to carry out their professional tasks in accordance with their judgment, without bias. Consistent with the objectives, content, pedagogy and assessment for different stages of the curriculum, the teachers must be oriented and should be constant learners. In this paper, three dimensions of learning are emphasised on the part of professional teachers 1) Cognitive Learning 2) Emotional Learning and 3) Situational Learning. It is understood that in order to strengthen professionalism, the teachers must be allowed for expertise to be shared with a wide range of teachers through conferences. The teacher must be resourceful and practitioner of teaching and learning. Thus, professional learning is practical in character.

Demographics as Variable in Assessing the Teaching Competence of Teachers in Catholic Schools

2020 ◽  
Vol 3 (2) ◽  
pp. 33-34
Author(s):  
Chona D. Jorilla ◽  
Joel M. Bual
Keyword(s):  
Personal Growth ◽  
Catholic Schools ◽  
Teaching And Learning ◽  
Professional Standards ◽  
Professional Status ◽  
Quality Teachers ◽  
Teaching Competence ◽  
High Regard ◽  
Teaching Learning ◽  
K 12

Competent and quality teachers are the principal key of an excellent educational system, for they contribute to the integral formation of the learners. Their unique role in the teaching-learning process enables these children to maximize their potentials in becoming active and critical thinkers. Through this professional endeavor, they become stewards of knowledge not only for learners but also for the building and growth of the nation. Thus, for teachers to perform this mission, they must show high regard for professional standards and competence. However, most Catholic schools nowadays are confronted with the challenges of teaching competence due to the gradual migration of qualified educators to public institutions considering the demands of high remuneration and K-12 educational reform. In this sense, they resort to hiring new and unqualified teachers who compromise the continuity of quality Catholic teaching and learning.  Hence, the paper assessed the level of teaching competence of Diocesan Catholic schools in Antique in the light of content knowledge and pedagogy, learning environment, diversity of learners, curriculum and planning, assessment and reporting, community linkages and professional engagement, and personal growth and professional development domains of Philippine Professional Standards for Teachers (PPST). Likewise, it sought to establish the relationship between teaching competence and their age, sex, employment status, and professional status.              

scholarly journals The Power of Inquiry in Equity-Oriented Teacher Education

2021 ◽  
Vol 3 (3) ◽  
pp. 368-386
Author(s):  
Lexie Grudnoff ◽  
Helen Dixon ◽  
Jill Murray
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
Professional Learning ◽  
Teaching And Learning ◽  
Education Programme ◽  
Research Process ◽  
Teacher Inquiry ◽  
Initial Teacher Education ◽  
Data Set ◽  
Persistent Problem

Abstract The international problem of differential achievement between groups of students has particular significance for New Zealand given its persistent problem of inequitable outcomes for Māori and Pasifika students, and those from poor communities. This qualitative study investigated how engagement in teacher inquiry supported student teachers’ understandings of, and practice for, equity. The 28 participants were in a one-year, equity-oriented Master’s initial teacher education programme. The data set comprised 84 research-related assignments participants completed for their teacher inquiry course. Thematic data analysis showed that the structured inquiry process supported participants to challenge inequity by problematizing student engagement and to address this by using a range of evidence to enhance their teaching. Overall, the study suggests that inquiry as research process and stance, along with the application of the Facets equity framework in authentic teaching and learning contexts, is a powerful source of student teacher equity-focused professional learning and practice.

scholarly journals Learning from teachers and pupils in literature: case-based aesthetic reading in EFL teacher education

2015 ◽  
Vol 3 (2) ◽  
pp. 1-13 ◽  
Author(s):  
Harald Spann
Keyword(s):  
Teacher Education ◽  
Professional Learning ◽  
Personal Growth ◽  
Teaching And Learning ◽  
English Language ◽  
Efl Teacher ◽  
Aesthetic Reading ◽  
Context Specific ◽  
Efl Teacher Education ◽  
Case Based

Abstract Claims for the value of literature in EFL teaching and learning traditionally centre around three models: the cultural, language, and the personal growth model (Carter & Long, 1991). In the context of EFL teacher education, the core question is: can literature also contribute to the professional development of EFL trainee teachers and, if so, how? Based on the assumption that school-related English-language literature can be used for professional case-based work this paper reports a context-specific interdisciplinary model of literature in education which synthesizes case theory (Steiner, 2004) and the theory of dialogic aesthetic reading (Delanoy, 2002), thus providing an educational setting for both literary experience and professional learning in EFL teacher education.

EFFECTIVE MANAGEMENT: A RECIPE FOR ATTAINING THE GOALS OF NOMADIC EDUCATION PROGRAMME IN NIGERIA

2013 ◽  
Vol 14 (1) ◽  
pp. 9
Author(s):  
Abbas Mahmud
Keyword(s):  
Teaching And Learning ◽  
National Policy ◽  
Education Programme ◽  
Educational Goals ◽  
Policy Statement ◽  
Effective Management ◽  
Mutual Respect ◽  
Head Teachers ◽  
School Activities ◽  
National Policy On Education

The paper examined different areas of management in relation to Nomadic Education programme and looked into policy statement which is enshrined in the National Policy on Education and definition regarding to management. System theory was also used in order to examine issues o f effective management in schools. Administrators roles in schools was discussed such as mutual respect, shared ideas and the process in establishing nomadic schools with a lot of considerations before erecting the structure. School plant planning was discussed in respect of managers/head teachers in managing the schools toward the achieving educational goals. The paper also examined the component that helps in achieving the goals which are management structure, the hierarchical model to the management o f nomadic schools and how it will really help in managing the school activities. Lastly the paper made some recommendations, such as, government should provide the needed teaching and learning materials for successful attaining goals etc.

Turbulent three-dimensional dielectric electrohydrodynamic convection between two plates

2012 ◽  
Vol 696 ◽  
pp. 228-262 ◽  
Author(s):  
A. Kourmatzis ◽  
J. S. Shrimpton
Keyword(s):  
Spatial Data ◽  
Three Dimensional ◽  
Reynolds Numbers ◽  
Two Dimensions ◽  
Three Dimensions ◽  
Energy Budgets ◽  
Turbulent Regime ◽  
Scalar Flux ◽  
Wide Range ◽  
Scalar Variance

AbstractThe fundamental mechanisms responsible for the creation of electrohydrodynamically driven roll structures in free electroconvection between two plates are analysed with reference to traditional Rayleigh–Bénard convection (RBC). Previously available knowledge limited to two dimensions is extended to three-dimensions, and a wide range of electric Reynolds numbers is analysed, extending into a fully inherently three-dimensional turbulent regime. Results reveal that structures appearing in three-dimensional electrohydrodynamics (EHD) are similar to those observed for RBC, and while two-dimensional EHD results bear some similarities with the three-dimensional results there are distinct differences. Analysis of two-point correlations and integral length scales show that full three-dimensional electroconvection is more chaotic than in two dimensions and this is also noted by qualitatively observing the roll structures that arise for both low (${\mathit{Re}}_{E} = 1$) and high electric Reynolds numbers (up to ${\mathit{Re}}_{E} = 120$). Furthermore, calculations of mean profiles and second-order moments along with energy budgets and spectra have examined the validity of neglecting the fluctuating electric field ${ E}_{i}^{\ensuremath{\prime} } $ in the Reynolds-averaged EHD equations and provide insight into the generation and transport mechanisms of turbulent EHD. Spectral and spatial data clearly indicate how fluctuating energy is transferred from electrical to hydrodynamic forms, on moving through the domain away from the charging electrode. It is shown that ${ E}_{i}^{\ensuremath{\prime} } $ is not negligible close to the walls and terms acting as sources and sinks in the turbulent kinetic energy, turbulent scalar flux and turbulent scalar variance equations are examined. Profiles of hydrodynamic terms in the budgets resemble those in the literature for RBC; however there are terms specific to EHD that are significant, indicating that the transfer of energy in EHD is also attributed to further electrodynamic terms and a strong coupling exists between the charge flux and variance, due to the ionic drift term.

From practical nurse to bachelor of nursing student: bridging the transition

2020 ◽  
Vol 17 (1) ◽  
Author(s):  
Kathryn M. Chachula ◽  
Kathryn J. Hyndman ◽  
Mary E. Smith
Keyword(s):  
Learning Strategies ◽  
Degree Completion ◽  
Personal Growth ◽  
Teaching And Learning ◽  
Nursing Student ◽  
Human Resources For Health ◽  
Health Care Systems ◽  
National Council ◽  
Care Systems ◽  
Curricular Model

AbstractBackgroundA streamlined academic approach for career advancement is needed that allows practical or enrolled nurses to obtain a Bachelor of Nursing (BN) degree. One strategy in this approach is offering college-prepared Practical Nurses (PNs) the opportunity to transition into a baccalaureate program through a bridging course. Bridging initiatives serve as professional development opportunities for learners with personal growth and financial advantages on degree completion and enhance health and human resources for health care systems within national and international landscapes.Objective and methodsA curricular model and strategies on how such a bridging course can be constructed are discussed in this article. The model integrates teaching and learning strategies as well as course sequencing, structure, and assessment strategies.Results and conclusionThis innovative bridging curriculum offers Canadian and international nurse educators a programmatic guideline to create educational pathways for practical or enrolled nurses to obtain a baccalaureate degree. Completion of the bridging curriculum and BN program allow graduates to assume the RN role following a successful pass on the National Council Licensure Examination (NCLEX).

scholarly journals Teachers’ Perception of Their Code-Switching Practices in English as a Foreign Language Classes: The Results of Stimulated Recall Interview and Conversation Analysis

SAGE Open ◽  
2021 ◽  
Vol 11 (2) ◽  
pp. 215824402110138
Author(s):  
Yetti Zainil ◽  
Safnil Arsyad
Keyword(s):  
Conversation Analysis ◽  
Professional Learning ◽  
Teaching And Learning ◽  
Video Recording ◽  
Code Switching ◽  
Pedagogical Practices ◽  
Stimulated Recall ◽  
West Sumatra ◽  
Teacher Professional ◽  
Stimulated Recall Interviews

Teachers often code-switch in the EFL classroom, but the question of whether or not they are aware of their code-switching has not been satisfactorily answered. This article presents the study on teachers’ understandings and beliefs about their code-switching practices in EFL classrooms as well as effective language teaching and learning. The participants of this study came from four junior high schools in Padang, West Sumatra, Indonesia: five teachers with their respective classes. This research used the conversation analysis and stimulated recall interviews to analyze the data which came from the video recording of classroom observations and the audio recording of stimulated recall interviews with teachers. The results revealed the pedagogical functions and affective functions of teacher’s code-switching. The data also showed that the use of stimulated recall interviews helped teachers to be consciously aware of their code-switching as well as of their other pedagogical practices in the language classroom. Therefore, stimulated recall interviews can be a useful tool for teacher self-reflection that they were not aware of their code switch. This awareness could be incorporated into language teacher professional development and in-service teacher professional learning.

Academic's perceptions of work-integrated learning in non-vocational disciplines

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Gabrielle A. Lloyd ◽  
Bonnie Amelia Dean ◽  
Michelle J. Eady ◽  
Conor West ◽  
Venkata Yanamandram ◽  
...  
Keyword(s):  
Professional Learning ◽  
Personal Growth ◽  
Tertiary Education ◽  
Integrated Learning ◽  
Structured Interviews ◽  
Case Study Methodology ◽  
Content Type ◽  
Theoretical Approaches ◽  
Starting Point ◽  
Work Integrated Learning

PurposeWork-integrated learning (WIL) is a strategy that enhances student learning and employability by engaging students in real-world settings, applications and practices. Through WIL, tertiary education institutions forge partnerships with industry to provide students with access to activities that will contribute to their career-readiness and personal growth. The purpose of the paper is to explore academics perceptions of WIL from non-vocational disciplines, where WIL opportunities are less prevalent.Design/methodology/approachThe study employed a qualitative, case-study methodology to unpack academics' reflections on the question “What does WIL mean to you?” Semi-structured interviews were conducted with 33 subject coordinators across a number of non-vocational degrees at one university in Australia. Open coding and thematic analysis was used to explore qualitative data and identify common themes.FindingsData suggest that academics largely have placement-based understandings of WIL that cause tensions for embedding WIL meaningfully in their courses. Tensions surface when WIL is perceived as a pedagogy that contributes to the neoliberal agenda that sits in conflict with theoretical approaches and that restrict notions of career.Originality/valueAlthough WIL is not relevant in all subjects, these understandings are a useful starting point to introduce WIL meaningfully, in various ways and where appropriate, in order to provide students opportunities for learning and employability development. The paper has implications for faculty, professional learning and institutional strategies concerning WIL for all students.

Voluntary simplicity: a content analysis of consumer comments

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Petek Tosun ◽  
Selime Sezgin
Keyword(s):  
Content Analysis ◽  
Word Frequency ◽  
Frequency Analysis ◽  
Personal Growth ◽  
Well Being ◽  
Three Dimensions ◽  
Content Type ◽  
Less Is More ◽  
Self Sufficiency ◽  
Meaningful Experiences

Purpose The voluntary simplification (VS) movement has stemmed from Western societies and gained momentum in the 1980s, but the trend has failed to become a primary perspective for most consumers. The accompanying concepts of conscious consumption, minimalism and accepting that sometimes “less is more” are still vivid in the digital era. The purpose of this study is to provide a deep and recent understanding of the consumer comments about minimalism in Turkey and examine their associations with the prominent themes in the VS literature. Design/methodology/approach Consumer comments posted on online platforms were analyzed by content analysis and word frequency analysis. Findings Consumer comments were in parallel to the themes in the VS literature and were classified under personal growth, material simplicity, sustainability, proper technology usage and self-sufficiency categories. Personal growth, material simplicity and sustainability were the first three dimensions mentioned. The prominent sub-themes that emerge from data were psychological well-being, inner peace, freedom, meaningful experiences and getting rid of belongings. A word frequency analysis pointed out that “life” and “owning” were the evident words in the personal growth category, “purchasing things” were mostly mentioned in the material simplicity category and “plastic litter” and “excessive consumption” were the prominent concerns in the sustainability category. Originality/value VS required further research in different national contexts. Besides, an analysis of the dimensions of VS was needed. This study contributes by providing recent and rich findings from a developing country, connecting them with the VS themes in the literature and suggesting a conceptual framework enriched by sub-themes that emerged from data.

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