scholarly journals El perfil del docente competente de Humanidades y Ciencias Sociales en el bachillerato mexicano desde la perspectiva del alumno

2018 ◽  
Vol 36 (3 Noviembr) ◽  
pp. 353-376
Author(s):  
Erika López Rodríguez
Keyword(s):  
Social Sciences ◽  
High School ◽  
Teaching Practice ◽  
Teaching Profession ◽  
Teacher Assessment ◽  
Modus Operandi ◽  
Item Questionnaire ◽  
Teaching Competence ◽  
Leadership Evaluation ◽  
Education Model

En este trabajo se presenta el perfil que deben tener los docentes de bachillerato en el área de Humanidades y Ciencias Sociales conforme las inquietudes expresadas por los estudiantes de una escuela pública vespertina del Poniente de Mérida. Se elaboró un instrumento en escala Likert con 48 ítems que midió doce competencias obtenidas de los trabajos de connotados investigadores y de la literatura oficial mexicana que sirvió como referente. El cuestionario empleado para esta investigación fue piloteado y validado por jueces, en su confiabilidad reportó 0.94 de alfa de Crombach.Cada vez se torna necesario crear perfiles para puestos laborales, como es el caso de la docencia, a fin de crear parámetros observables de actuación profesional. En los perfiles se detallan las dimensiones de actuación y los descriptores que dictaminan el modus operandi del quehacer áulico. En el modelo por competencias estos perfiles señalan las actitudes, habilidades y conocimientos que son deseables en un docente. Estos perfiles dan la pauta para hacer una adecuada evaluación de la docencia. Los resultados se analizaron a través del software estadístico SPSS v.21, mediante frecuencias y porcentajes y comparación de medias. En la interpretación se discriminó en favor de los polos positivos que implicaban la elección racional del alumno de la competencia docente. Se encontró que todas las competencias fueron importantes, mas no todos los descriptores resultaron del agrado de los alumnos. Al final se presenta un listado con las competencias mejor evaluadas: preparación académica, comunicación asertiva, liderazgo, evaluación y ecología educativa. This paper explains the profile that teachers in high school should have in the field of humanities and social sciences according to the aims expressed by the students of a public night high school in the West of Merida. Students were asked to complete a 48-item questionnaire designed on a Likert scale with a view to measuring twelve competences obtained from the work of prestigious researches and the official Mexican documents used as a referent. This questionnaire was validated by judges, had a pilot test and a Cronbach's alpha of 0.94. It is increasingly more necessary to create job profiles, including those for the teaching profession, with a view to establishing parameters for professional development. Those profiles should detail the dimensions which the job addresses and the descriptors which adequate teaching practice should include. In the education model by competences these profiles present the attitudes, abilities and knowledge that a teacher should have. These profiles also provide guidelines to undertake accurate teacher assessment. The results were analysed with the statistical software package SPSS v.21 and frequencies, percentages and comparison of means were obtained. The interpretation especially addressed students’ positive opinions regarding what teaching competence should be. The study found that all the competences were important, but not all the descriptors satisfied the students’ expectations. This study also shows a list with the most popular competences for teaching: academic background, assertive communication, leadership, evaluation and educational environment.

scholarly journals Organizational Commitment of High School Teachers

2018 ◽  
Vol 6 (3a) ◽  
pp. 115 ◽  
Author(s):  
Necmi Gökyer
Keyword(s):  
Social Sciences ◽  
High School ◽  
High Schools ◽  
Data Collection ◽  
High School Teachers ◽  
Teaching Profession ◽  
School Development ◽  
Data Collection Tool ◽  
School Teachers ◽  
Meaningful Relationship

The aim of this study is to identify high school teachers’ commitment to school development, colleagues, the teaching profession and sense of duty. The population of this descriptive survey comprised 2,805 teachers working at 47 high schools in Elazığ during the 2016-2017 school year. The study sample was selected through stratified sampling, which aims to identify subgroups in a population and ensure that their size in the sample represents their proportion in the population. The data collection tool was then distributed to 461 teachers working in 12 schools selected randomly from these strata. The data collection tool had two sections. The first had conceptual questions and the second had questions about organizational commitment behaviors. The results showed that high school teachers felt full commitment only to the teaching profession, while they “often” felt committed in other subdimensions and the entire scale. More precisely, the commitment level of science teachers to school development was higher than that of social sciences teachers. Teachers working in the city center had higher commitment to colleagues and school development than those in small towns. Teacher candidates had higher commitment to sense of duty than teachers and specialist teachers. Teachers working at vocational and technical high schools had lower commitment to school development than teachers working at Anatolian high schools, social sciences and science high schools. There was a moderate, negative and meaningful relationship between teachers’ age, professional seniority, professional title and marital status. There was a high, positive and meaningful relationship between the subdimensions and the entire scale. Among the subdimensions, too, there was a moderate, positive and meaningful relationship.

scholarly journals Teacher assessment action in mathematics classes: a study with teachers from the 2nd cycle of Mozambican general high school education

2020 ◽  
Vol 22 (5) ◽  
pp. 102-121
Author(s):  
Gabriel Mulalia Maulana ◽  
Sergio De Mello Arruda
Keyword(s):  
High School ◽  
Mathematics Teachers ◽  
Knowledge Production ◽  
Teaching Practice ◽  
Teacher Assessment ◽  
School Education ◽  
High School Education ◽  
Education Assessment ◽  
Data Collection And Analysis ◽  
Research In Mathematics Education

Background: Assessment is one of the components and objects of research in Mathematics Education that, among various functions, ensures/promotes student learning. In this sense, the teachers’ assessment action, and the teaching ways of doing it in the classroom have implications for students' learning. Objectives: This paper intends to investigate what mathematics teachers do (say they do) when they assess students in their classes. Design: a descriptive qualitative study was carried out. Setting and Participants: Four mathematics teachers working in the 2nd Cycle of General High School Education of Mozambique were selected to participate in the research. Data collection and analysis: individual reflective interviews were conducted, and audio recorded. The accounts were transcribed and submitted to content analysis, in the light of which they were fragmented and grouped into categories of teachers’ assessment actions. Results: Four categories of actions (stimulate, access, interpret, regulate) and nine subcategories (question, give task, request; look, supervise; verify, perceive; give feedback, reorient) emerged from the data collected. The teachers carried out a formative-type assessment, fulfilling a cycle of actions (assessment action cycle) that starts with the stimulus or access and closes in the regulation, from where any of the initial actions were resumed. Conclusions: It can be said that education assessment is one of the motives for reflection and knowledge production in teaching practice.

Model Pendidikan Karakter Sekolah Menengah Kejuruan: Studi Kasus di Smk Muhammadiyah 3 Purbalingga

2016 ◽  
Vol 1 ◽  
pp. 146-155
Author(s):  
Sareh Siswo Setyo Wibowo
Keyword(s):  
High School ◽  
Juvenile Delinquency ◽  
Character Education ◽  
Qualitative Data ◽  
Field Research ◽  
Vocational High School ◽  
Education Model ◽  
The Many ◽  
Collection Methods ◽  
Qualitative Data Collection

The formation of character is needed by adolescents in this era. It is based with the many phenomena of juvenile delinquency. Characters will not be formed away so it needs an effort should be made of teachers in shaping the character of teenagers. In addition, the authors found the variation of the efforts of teachers holistically so that teenagers will easily formed his character in accordance with the purpose of the character education. The problem of this research is how the character education model Vocational High School who applied in the implementation of the formation of character in SMK Muhammadiyah 3 Purbalingga. The purpose of this study is the author would like to know a clear picture of the implementation of character education model in efforts to form children's character in School SMK Muhammadiyah 3 Purbalingga. This paper discusses the character education model be applicable in the planting of character values ​​to students in Vocational High School Muhammadiyah 3 Purbalingga. This type of research is a field research is descriptive qualitative. Data collection methods used include interviews, observation and documentation. As for analyzing the data obtained, the authors do by collecting all the data, reducing the data, presenting data, and verification of data. Results from this study showed that the model of character education is done to instill character values ​​to learners School SMK Muhammadiyah 3 Purbalingga using reflective models. Use of the character models adhering to the principles of character education and values ​​are developed in accordance with the level of development of learners.

Students graduate of the degree course in Natural Sciences and Mathematics and the exercise of teaching profession: findings and implications for basic education

2020 ◽  
Vol 13 (2) ◽  
pp. 51
Author(s):  
A. C. R. Trevisan ◽  
E. P. Trevisan
Keyword(s):  
High School ◽  
Decision Making ◽  
Basic Education ◽  
Natural Sciences ◽  
Teaching Profession ◽  
Decision Making Process ◽  
Teaching Career ◽  
Professional Performance ◽  
Current Scenario ◽  
And Mathematics

In the article we seek to address questions regarding the interest of graduates of a degree course in Natural Sciences and Mathematics in relation to the teaching career in basic education. The course enables its graduates to work in the subjects Science and Mathematics in the final years of elementary school and Mathematics, Physics and Chemistry in high school. Our intention is to identify and reflect on the perceptions of these graduates about teaching, highlighting with this inherent aspects to the exercise of this profession in basic education. From the application of questionnaires to graduates of this course, we produced data regarding their performance in basic education, which enabled us to reflect on the national scenario in relation to the exercise of this profession. We could observe that the majority of the students participating in the research are not working in basic education and that the current scenario of devaluation of the teaching career exerts a significant influence in the decision making process of choosing or not the teacher profession for professional performance after graduation.

scholarly journals Implementing the Mindfulness-Based Interventions; Teaching Assessment Criteria (MBI:TAC) in Mindfulness-Based Teacher Training

2021 ◽  
Vol 10 ◽  
pp. 216495612199834
Author(s):  
GM Griffith ◽  
RS Crane ◽  
R Baer ◽  
E Fernandez ◽  
F Giommi ◽  
...  
Keyword(s):  
Teacher Training ◽  
Teaching Practice ◽  
Assessment Tool ◽  
Assessment Criteria ◽  
Optimal Conditions ◽  
Intervention Delivery ◽  
Effective Feedback ◽  
Teaching Assessment ◽  
Teaching Competence

The Mindfulness-Based Interventions: Teaching Assessment Criteria (MBI:TAC) was originally developed as a tool to assess the teaching competence of mindfulness-based program (MBP) teachers. The tool was made freely available and has since been used by mindfulness-based teacher training organisations internationally. During this time the MBI:TAC has evolved in its usage, from an assessment tool to one which informally supports how MBP teachers are trained. In this article, we first examine the rationale for implementing the MBI:TAC in MBP teacher training; second, we offer practical guidance on ways of integrating the tool into teacher training pathways with awareness of its potential and possible pitfalls; and third, we offer guidance on using the tool as a framework for giving effective feedback to trainees on their teaching practice. Implementing the MBI:TAC in teacher training may support the quality and integrity of MBP teacher training, and thus ensure high quality MBP teachers graduating. In turn this may help avoid the ‘implementation cliff’ – that is, the quality of an intervention delivery is delivered in optimal conditions when it is being researched, and drops in quality when delivered in sub-optimal, ‘real world’ conditions.

Questions in secondary classrooms: Toward a theory of questioning

2021 ◽  
pp. 147787852110430
Author(s):  
Kimberly Alexander ◽  
Charles H. Gonzalez ◽  
Paul J. Vermette ◽  
Sabrina Di Marco
Keyword(s):  
Effective Teaching ◽  
Teacher Educators ◽  
Teaching Practice ◽  
Teaching Profession ◽  
Secondary Classrooms ◽  
Good Question ◽  
Effective Manner ◽  
Three Components

At the heart of the teaching practice is the art of questioning. Costa and Kallick noted that questions are the means by which insights unlock thinking. Effective questioning is essential to effective teaching. Despite this, a cohesive theory on the method of questioning has yet to be developed. A discussion of questioning is vital to moving the teaching profession forward. In this article, we propose a model of effective questioning that we see as the first step toward identifying a unifying theory of questioning. Our model contains the following three components: (1) a well-structured item (a good question), (2) clear expectations for the response (which we call ‘the five considerations’), and (3) a constructivist conversation. This work succeeds in bridging the gap between practice and theory that may otherwise limit good teachers from utilizing their questions in the most effective manner. Because of this, our model should be of use to teachers, teacher educators, professional developers, educational researchers, and theoreticians. We hope that a continued discussion of questioning ensues in all of these circles, so that our field can move closer toward the development of a theory of questioning.

ACETAMINOPHEN OVERDOSE AS A SUICIDAL GESTURE: A SURVEY OF ADOLESCENTS' KNOWLEDGE OF ITS POTENTIAL FOR TOXICITY

PEDIATRICS ◽  
1994 ◽  
Vol 93 (6) ◽  
pp. A36-A36
Author(s):  
Wade C. Myers ◽  
Terrance A. Otto ◽  
Elaine Harris ◽  
Daniel Diaco ◽  
Anthony Moreno
Keyword(s):  
High School ◽  
High School Students ◽  
School Students ◽  
Acetaminophen Overdose ◽  
Early Symptoms ◽  
Item Questionnaire ◽  
Widespread Availability ◽  
Lack Of Knowledge

Acetaminophen is a popular nonprescription analgesic that is often taken in overdose by adolescents during suicidal gestures. The authors hypothesized that most adolescents are naive about the toxic and lethal potential of acetaminophen in overdose. A one-page, 12-item questionnaire was administered to 169 high school students to evaluate their perceptions and knowledge in this area. Whereas only 22% of the sample underestimated the dose of acetaminophen necessary to cause harm, 40.5% underestimated the potential lethality of acetaminophen in overdose. Moreover, 17% of the sample did not believe one could ingest enough acetaminophen to cause death. The lack of knowledge about acetaminophen's potential dangerousness, its widespread availability, and an absence of early symptoms of hepatotoxicity make this medication highly dangerous to those adolescents who take it in overdose during parasuicidal behavior.

Multicultural teaching competence among undergraduate faculty: a convergent mixed methods study

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Chandler Puhy ◽  
Nalini Prakash ◽  
Clarissa Lacson ◽  
Joke Bradt
Keyword(s):  
Mixed Methods ◽  
Qualitative Data ◽  
Teaching Practice ◽  
Mixed Methods Study ◽  
Student Diversity ◽  
Content Type ◽  
Knowledge And Skills ◽  
Teaching Competence ◽  
Quantitative Results ◽  
K 12

Purpose Increased student diversity in universities across the USA has increased the need for post-secondary educators to develop multicultural teaching competence (MTC). Most studies of MTC focus on educators teaching grades K-12. The purpose of this study is to determine how faculty members rate themselves in terms of MTC, what multicultural knowledge and skills faculty report and how they integrate these skills into their teaching practice and what barriers exist to developing and implementing MTC. The purpose of this study was to examine the factors that impact undergraduate faculty integration of multicultural awareness and attitudes into their teaching practices to enhance student learning. Design/methodology/approach A convergent mixed methods study used survey and interview data from undergraduate faculty. Select items from the MTC Inventory (MTCI) and social justice scales (SJS) were administered. Interviews (N = 7) were transcribed and analyzed using thematic analysis. Quantitative and qualitative data were compared to examine convergence and divergence. Findings Quantitative results revealed undergraduate faculty’s awareness, knowledge and skills as indicated by percent agreement with items from the MTCI and SJS instruments. Qualitative findings included the following four themes: knowledge building, addressing diversity in the classroom, barriers and challenges, and needs and recommendations. Qualitative data corroborated or explained many of the quantitative results and provided insight into these trends and barriers that impact MTC. Originality/value This is the first study of its kind, to our knowledge, that has used a mixed methods research design to examine factors that impact MTCs and associated barriers among a sample of undergraduate faculty across disciplines in one urban university.

scholarly journals Digital Storytelling to Unlock Reflective Practice in the Classroom

2018 ◽  
Vol 14 (11) ◽  
pp. 52
Author(s):  
Yee Bee Choo ◽  
Tina Abdullah ◽  
Abdullah Mohd Nawi
Keyword(s):  
Learning Styles ◽  
Reflective Practice ◽  
Digital Storytelling ◽  
Teaching Practice ◽  
Teaching Method ◽  
Single Case ◽  
Video Recording ◽  
Teaching Profession ◽  
Teaching Literature

It is a common practice that teachers tell stories in the classroom when teaching literature. They are enthusiastic in their teaching profession but students nowadays are diverse in their learning styles and they need different approaches to be taught. Therefore, this study advocates teachers to reflect on their teaching practice to use technology specifically digital storytelling as a teaching method in the classroom. The single case study involved a pre-service teacher who underwent a micro-teaching session in teaching literature. The instruments used were peer observation checklist, the artefacts of digital storytelling, video recording, and reflective journal. The findings indicated that the participant was able to be more aware of her strengths and weaknesses in the crafts of storytelling, personalise her own learning and improve her teaching practice. The implications are for the educators to encourage pre-service teachers to use digital storytelling in the classroom, provide coaching and support to improve their crafts of storytelling in the teaching of children’s literature as well as use digital storytelling as a tool for reflective practice in teacher education.

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