OVERPARENTING IN EDUCATION REALITY: TEACHER EXPERIENCE

Most parents would agree that parenting is extremely complex and challenging. It is the process of promoting and supporting the physical, emotional, social and intellectual development of a child from infancy throughout a person’s life. Children are not born successful or unsuccessful. It is up to the parents and their behaviours to become what they become later. Normative or healthy parenting is a precondition for a child’s success, self-confidence, and autonomy. Meanwhile, non-normative, unhealthy parenting or overparenting may have a harmful impact on a child’s social skills and overall life. The research was aimed to gather teachers’ experiences about the existing parenting behaviours and to reveal the dominant parenting patterns that may be observed in nowadays child-raising practices. For this aim the research instrument was constructed designing of which was based on a specific focus on different areas of unhealthy, non-normative parenting. An international study was conducted that led to identification of the key aspects of the experience of teachers working with the overprotective parents and their children. 262 teachers from Portugal, Slovenia, Turkey, Romania and Lithuania participated in the survey. The study findings served to reveal the dominant behaviours of overparenting observed by the teachers The findings also allowed to define the difficulties that teachers face in dealing with overparenting parents and overparented children. The study was conducted in the framework of the international project “Overparenting – allow your children to make mistakes”, project No. 2020-1-PT01- KA204-078497.

Pre-service English Teacher Experience of Using Video-based Descriptive Text Writing During Teaching Practicum: A Narrative Analysis

This research aims to find pre-service teacher experience of implementing Video-based Descriptive text during teaching practicum. One insider participant was involved in this research to find his view and perception about the use of video. To process data from participants in the form of self-reflective journals, qualitative methods and thematic analysis are used. This study also presented several other findings, such as emotional and technical problems, social experience, and pedagogical experience. According to this study, when using video-based to teach descriptive writing, participants must put in extra effort, such as making the video interactive and engaging enough for students to watch. Furthermore, the use of video-based has been shown to provide participants with flexibility. One disadvantage of this method is that the teaching process in this way is quite ineffective.

THE INFLUENCE OF TEACHER AND STUDENT CHARACTERISTICS ON STUDENT PERCEPTIONS OF TURKISH EFL TEACHERS’ INTERPERSONAL BEHAVIOR

Research shows that different student and teacher characteristics affect students’ perceptions of teachers’ interpersonal behavior to varying degrees. Studies on interpersonal teacher behavior mostly refer to such student and teacher characteristics as gender, work experience, age, socioeconomic and cultural backgrounds, as well as school affiliations and academic achievements. This study investigates several teacher and student characteristics in terms of their influence on students’ perceptions of interpersonal behavior of Turkish teachers of English as a foreign language. The variables investigated are teacher experience, teacher gender, teacher age, student gender and birthplace, and student educational background and academic achievement. In addition to insights drawn from the mean scores of student perceptions, the study found significant correlations for such characteristics as teacher experience and student gender. <p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0857/a.php" alt="Hit counter" /></p>

Overcoming Challenges in Assessing Mathematical Reasoning

Despite mathematical reasoning being necessary for in-depth understanding of mathematical concepts, many teacher experience difficulty in assessing it. Data were collected from 34 primary teachers at 4 Victorian government schools at two post- lesson reflective sessions following lessons with a focus on reasoning. These sessions facilitated teachers’ collaborative efforts to assess their students’ reasoning from students’ work samples. The data included transcripts of all the reflective sessions; written work samples; and associated completed rubrics. Analysis of these data enabled identification of seven challenges teachers experienced in assessing reasoning: Limited guidance provided by curriculum documents; Teachers’ knowledge of reasoning; Teacher noticing and interpretation of student reasoning; Students’ difficulties in articulating their reasoning; Assessing progress in reasoning; Inadequacy of work samples; and Challenges in tracking and reporting student progress in reasoning. The discussion presents strategies to overcome these challenges.

Pengaruh pengalaman mengajar dan motivasi mengajar terhadap profesionalisme guru taman kanak-kanak se-kecamatan Way Jepara

Purpose: This study aimed to understand the impact of teaching experience on teacher professionalism, the impact of teaching motivation on teacher professionalism, and the effect of teaching experience and teaching motivation on teaching professionalism. Research methodology: This research used a quantitative approach. The data analysis techniques used were descriptive analysis, prerequisite test; and hypothesis test. Results: The results show; 1) there is a significant influence between teaching experience on teacher professionalism and coefficient of determination teacher experience as much as 33.6% of teacher professionalism, 2) there is a significant influence between teaching motivation on teacher professionalism and determination coefficient of teacher experience as much as 57.9% of teacher professionalism; (3) teaching experience and teaching motivation significantly influence the professionalism of teachers with the influence of simultaneously variable teaching experience and teaching motivation to teacher professionalism as much as 61.7%. Limitations: The data were only collected through interviews. Contribution: The results of this study can be used to evaluate the effectiveness of the implementation of education programs on improving teacher professionalism.