Teacher Motivation Perceptions of Indigenous Stakeholders in the Maldives

<p>Teachers form the largest investment in a school and can instrumentally exert the strongest direct influence on student outcomes. A school is as good as its teachers, and hence retention of successful teachers is imperative. Teachers’ motivation to remain carrying out the tasks associated with teaching enthusiastically make a vast difference in terms of student achievement, thereby attracting other teachers, students and parents to the school. At their best, the teachers effectively tap into the hopes and talents of young people to help them grow into productive citizens. The scrutiny of the sources of motivation is presumed to help make informed decisions to enhance teachers’ motivation to remain in teaching. The study reported here aimed at exploring the stakeholders’ perceptions of the motivational influences for successful indigenous teachers to remain as teachers in the small islands state of the Maldives. This empirical case study employed qualitative methods of data collection from indigenous groups of stakeholders that included central level policy-makers, school principals, leading teachers, successful teachers, parents and students. In total, 32 participants contributed data through 29 interviews, 29 questionnaires, and three focus group discussion meetings. Analysis of data via a grounded theory approach with a sociocultural constructivist lens indicated that a dynamic interplay of factors contributed to the understanding of what motivated these teachers to remain teaching. Overall, it was revealed that the participants’ perceptions of what motivated successful teachers to remain as teachers were largely influenced by the cultural aspects and the specific island life characteristics. It was clear that the motivational influences to stay in the teaching profession were contextual, inter-related, inter-dependent and multifaceted, and the ‘double S of motivation’ – salary and status – was also evident. It was revealed that a successful teacher is angel-like in the context, and hence, what constitutes success as a teacher in these islands was basically dependent upon the teacher’s ability to win the hearts and minds of the people through catering for the “curriculum, culture, and community”. Thus, the desires of achieving community approval for their deeds and remaining in healthy relationships with other stakeholders were perceived to be motivational influences for successful indigenous teachers. These findings highlight the importance of conducting habitual, specialised and localised studies to understand teachers’ motivational influences as they are context specific. This implied the need for educational policy-makers, school managers and supervisors of teachers to understand the complexity of contextual motivational influences to maximise teachers’ positive impact upon student development. In light of this, the challenges to sustain teachers’ motivation in these uniquely vulnerable islands are also discussed. To conclude this study report, which was limited only to the perceptions of indigenous stakeholder groups, on the motivational influences for successful indigenous teachers to remain teaching in a country where there is a high proportion of foreign teachers – particularly at higher levels of schooling – future research ideas and recommendations that might motivate, sustain and increase motivation are also outlined. The RICH theory of motivation is also proposed as a framework to be validated for use in studying motivation of teachers in similar settings.</p>

Teacher Motivation Perceptions of Indigenous Stakeholders in the Maldives

<p>Teachers form the largest investment in a school and can instrumentally exert the strongest direct influence on student outcomes. A school is as good as its teachers, and hence retention of successful teachers is imperative. Teachers’ motivation to remain carrying out the tasks associated with teaching enthusiastically make a vast difference in terms of student achievement, thereby attracting other teachers, students and parents to the school. At their best, the teachers effectively tap into the hopes and talents of young people to help them grow into productive citizens. The scrutiny of the sources of motivation is presumed to help make informed decisions to enhance teachers’ motivation to remain in teaching. The study reported here aimed at exploring the stakeholders’ perceptions of the motivational influences for successful indigenous teachers to remain as teachers in the small islands state of the Maldives. This empirical case study employed qualitative methods of data collection from indigenous groups of stakeholders that included central level policy-makers, school principals, leading teachers, successful teachers, parents and students. In total, 32 participants contributed data through 29 interviews, 29 questionnaires, and three focus group discussion meetings. Analysis of data via a grounded theory approach with a sociocultural constructivist lens indicated that a dynamic interplay of factors contributed to the understanding of what motivated these teachers to remain teaching. Overall, it was revealed that the participants’ perceptions of what motivated successful teachers to remain as teachers were largely influenced by the cultural aspects and the specific island life characteristics. It was clear that the motivational influences to stay in the teaching profession were contextual, inter-related, inter-dependent and multifaceted, and the ‘double S of motivation’ – salary and status – was also evident. It was revealed that a successful teacher is angel-like in the context, and hence, what constitutes success as a teacher in these islands was basically dependent upon the teacher’s ability to win the hearts and minds of the people through catering for the “curriculum, culture, and community”. Thus, the desires of achieving community approval for their deeds and remaining in healthy relationships with other stakeholders were perceived to be motivational influences for successful indigenous teachers. These findings highlight the importance of conducting habitual, specialised and localised studies to understand teachers’ motivational influences as they are context specific. This implied the need for educational policy-makers, school managers and supervisors of teachers to understand the complexity of contextual motivational influences to maximise teachers’ positive impact upon student development. In light of this, the challenges to sustain teachers’ motivation in these uniquely vulnerable islands are also discussed. To conclude this study report, which was limited only to the perceptions of indigenous stakeholder groups, on the motivational influences for successful indigenous teachers to remain teaching in a country where there is a high proportion of foreign teachers – particularly at higher levels of schooling – future research ideas and recommendations that might motivate, sustain and increase motivation are also outlined. The RICH theory of motivation is also proposed as a framework to be validated for use in studying motivation of teachers in similar settings.</p>

EDUCATIONAL DEVELOPING SPACE OF A PEDAGOGICAL UNIVERSITY: COMMUNICATIVE - ENVIRONMENTAL ASPECT

В статье рассматриваются вопросы, связанные с подготовкой бакалавров к их профессиональной деятельности. Отмечается важность и особая миссия педагога в современном мире как человека, ответственного за воспитание достойной личности, гражданина своего отечества, способного принимать ответственные решения в условиях нестабильной реальности. Определена цель, заключающаяся в раскрытии возможностей образовательного пространства педагогического вуза в развитии коммуникативных компетенций бакалавров - будущих учителей. Указывается на необходимость создания определенных условий для реализации поставленной цели, заключающихся в создании особой развивающей среды в педагогическом университете, направленной на реализацию личностного потенциала обучающихся, а также анализ среды как гармонизирующего фактора в коммуникативном взаимодействии студентов. Анализируются условия и возможности создания особой образовательной развивающей среды на примере Чеченского государственного педагогического университета. Сделаны выводы, позволяющие утверждать, что образовательное пространство вуза обладает мощным воспитательным и развивающим потенциалом, и его можно рассматривать как сложноорганизованную, динамическую систему, интегрирующую культурные, национальные и региональные особенности, выполняющую функции трансляции социального и индивидуального опыта, а также оно характеризуется такими показателями, как: материально-техническое обеспечение учебного процесса, широкое использование современных информационно-коммуникативных технологий, создание центров, позволяющих получить дополнительные компетенции для занятия профессиональной деятельностью, привлекать к работе в вузе учителей - победителей различных национальных и всероссийских конкурсов, успешных учителей, внедрять в учебный процесс передовые педагогические практики как средство повышения педагогического мастерства. The article discusses issues related to the preparation of bachelors for their professional activities. The importance and special mission of the teacher in the modern world as a person responsible for the upbringing of a worthy personality, a citizen of his homeland, capable of making responsible decisions in an unstable reality, is noted. The goal is determined, which consists in disclosing the possibilities of the educational space of a pedagogical university in the development of the communicative competencies of bachelors - future teachers. It is pointed out that it is necessary to create certain conditions for the implementation of this goal, which consists in creating a special developmental environment at a pedagogical university, aimed at realizing the personal potential of students, as well as analyzing the environment as a harmonizing factor in the communicative interaction of students.The conditions and possibilities of creating a special educational developmental environment are analyzed on the example of the Chechen State Pedagogical University. Conclusions are made that allow us to assert that the educational space of the university has a powerful educational and developmental potential and it can be considered as a complex, dynamic system that integrates cultural, national and regional characteristics, performing the functions of broadcasting social and individual experience, and it is also characterized by such indicators as: material and technical support of the educational process, the widespread use of modern information and communication technologies, the creation of centers that allow you to obtain additional competencies for professional activities, to attract teachers - winners of various national and all-Russian competitions, successful teachers to work at the university, to introduce advanced pedagogical practice as a means of improving pedagogical skills.

Academic writing among first-term students in the nursing programme at the Swedish Red Cross University College − A description of a three-term transprofessional project in collaboration with the library and the student support unit at Södertörn University

Background and objectives: The academization of the nursing education has emphasized the need for students to acquire academic literacies both for educational and clinical reasons. However, for long being a practical profession, nurse students do not always reflect on the importance of being academic literate. This aim of this article was to describe the teaching of introductory academic writing to first-term students in the Swedish Red Cross University College’s nursing programme, implemented as a transprofessional collaboration project involving the Swedish Red Cross University College and the library as well as the student support unit at Södertörn University.Methods: A model was used for implementing teaching of academic literacies to first-term nursing students embedded in a discipline-specific course. The model consisted of two seminars, one introductory seminar focusing on academic writing and how to search for, read, appraise, and use research articles and one feedback seminar. Peer feedback was performed by the students. In between the seminars, the students began to work on their course assignment and later finalized the assignment using the feedback provided by teachers and peers.Results: The transprofessional collaboration in teaching academic literacies was described as successful. Teachers and students found the embedding of academic writing in a subject-specific course as useful, although – from a student perspective – demanding and partly difficult. The provision of feedback was regarded as helpful and encouraged the students to finish their assignments. Although being a team of teachers, the large class sizes resulted in an extensive workload and stressful situations. Yet another challenge, important for the sustainability of the model, was to win support for teaching academic literacies among all teachers in the nursing programme.Conclusions: The transprofessional collaboration when teaching academic literacies to first-term nursing students have indicated advantages and challenges, of which both are of importance to consider carefully in the further planning and implementation of the project.

Culturally Relevant Pedagogy and Applied Behavior Analysis: Addressing Educational Disparities in PK-12 Schools

The purpose of this paper is to describe the theory of culturally relevant pedagogy (CRP) and itsapplication to PK-12 education for behavior analysts working in schools. CRP is an educationalframework that asserts that successful teachers of African American students help their studentsgain three repertoires: a) socio-political awareness, b) cultural competence, and c) academicexcellence. The CRP framework was designed to counter the effects that racial bias has on theacademic and disciplinary experiences of some students of color. This paper suggests thatapplied behavior analysis and CRP, when used together, may strengthen educators’ efforts toreduce the effects of racism that some students of color experience. The authors first explain thetenets of CRP based on the work of Ladson-Billings (1995). Next, points of convergencebetween ABA and CRP are described. Finally, the authors offer recommendations for behavioranalysts to consider when applying CRP in schools through the provision of examples ofstrategies and tactics derived from the behavioral literature that align with the CRP framework.The framework presented in this paper has implications for behavior analysts interested inapplying culturally relevant practices to their work as educators.

Inclusive education as seen by mainstream preschool teachers

Despite the fact that the process of inclusive education implementation has been taking place in Poland for a few years now, it still encounters a lot of obstacles relating to, among other things, the readiness of mainstream settings, including teachers, for inclusion. For this process to be successful, teachers’ attitudes to the idea of inclusive education are also important. The primary purpose of the study was to explore the opinions of mainstream preschool teachers on selected aspects of inclusive education for students with disabilities. The study covered 76 preschool teachers. A diagnostic survey was used in the study. The findings showed that mainstream preschool teachers (generally) supported the idea of inclusive education for students with disabilities to a small extent only (i.e., a little bit below the average). This opinion correlated positively with a sense of readiness for specific tasks relating to the education of students with disabilities and providing it in an educational setting as well as with having formal teacher education in this area. The study also showed that mainstream preschool teachers were relatively most favorably inclined (however, only around the average) toward inclusive preschool education for students with mild intellectual disabilities, and least favorably - for students with multiple disabilities and blind students. The findings confirmed the reports found in the literature regarding significant gaps in preparation for tasks relating to the education of students with disabilities felt by mainstream preschool teachers. They also confirmed the fact that the vast majority of teachers saw many obstacles to the implementation of inclusive education in preschool, in particular relating to: specialists (mainly lack of specialists), too large preschool groups, and school space (mainly architectural barriers). Moreover, the findings showed that only a small number of teachers saw advantages of inclusive education - subject to specific conditions, though. The study findings suggest that it is necessary to provide more effective, specialist support for mainstream preschool teachers in their work with students/children with disabilities and to introduce changes in preschool teacher training at the college level.