Metaphorical Perceptions of Teachers Regarding the Concept of "Teaching Profession" (A Weighted Study)

Today, the perceptions of individuals who are performing the teaching profession are very important. The purpose of this research is; to investigate the metaphorical perceptions that teachers have regarding the concept of the teaching profession and to compare the metaphorical perceptions of classroom teachers and branch teachers. The research is a qualitative study and the data are examined by content analysis. As a data collection tool, 60 teachers were told to "Teaching profession...... it's like. Because......" they were asked 3 times to complete the sentence. According to the results of the study; the number of metaphors produced by teachers is 155 and all are valid. The created metaphors are collected in 5 different categories. It was observed that the classroom teachers and branch teachers who participated in the study produced metaphors mostly in the category of "Expressions Related to An Object." Teachers in the study group perceive the teaching profession most with the metaphors of "parenting, motherhood and candles." According to the findings of the study; When comparing metaphorical perceptions of classroom teachers and branch teachers in all categories, it was determined that classroom teachers produced more metaphors than branch teachers, while branch teachers could not produce little or no metaphors.

A Global Pandemic and Particular Needs in a Multicultural World: Differences between Israeli Jewish and Arab Teachers' Metaphors

The COVID-19 pandemic has changed the education system around the world. This article examines the perceptions of teachers who are members of the Jewish majority and the Arab minority in Israel, particularly on their e-learning role during the pandemic. Based on analysis of metaphors chosen by 20 Jewish and 14 Arab teachers, results of the study indicate two themes: (1) a collectivist perception prevalent among the Arab teachers and (2) an individualistic perception prevalent among the Jewish teachers. Recommendations to the education system are based on the cultural differences and inequalities between these groups.

Managing Perceptions of Teachers to Changes in Grade 9 Economic and Management Sciences Curriculum, Mpumalanga Province, South Africa

This study focused on understanding the perceptions of teachers to changes in Grade 9 Economic and Management Sciences curriculum, of the Malelane circuit in Mpumalanga Province, South Africa. The proposed research was carried out through a qualitative research method. A case study has been used. The case study method allowed the researchers to use multiple data collection methods to enhance the quality of the findings. In the case of this research, the researchers used interviews, lesson observations, and document review. Out of a population of 12 secondary schools at the Malelane circuit, 3 schools were conveniently sampled, out of the 3 schools, 3 participants were pulled, which was the principal, the Heads of Departments, and the Economic and Management Sciences teachers. Teachers were chosen on the basis that they were teaching Economic and Management Sciences for Grade 9. A non-probability sampling and purposeful convenient sampling was used. Lack of resources such as calculators, textbooks, workbooks, desks, lack of support from the government, chairs, overcrowded classes, changes in the curriculum and time allocation for Economic and Management Sciences subject are sources of teachers’ negative perceptions towards Economic and Management Sciences Curriculum for Grade 9. The teachers’ perceptions of Economic and Management Sciences made it clear that too much content was taught in 1 subject thus causing poor performance in Economic and Management Sciences for Grade 9. Fear of change leads teachers to have a negative perception and inappropriate behaviour.

Perceptions of Teachers About Teacher Leadership: A Systematic Literature Review

Teacher leadership is pivotal for the development of educational institutions. However, teachers’ perceptions about teacher leadership have been under explored. In this study, the researchers review sixteen studies conducted in the USA, South Africa and other European, Asian, and Middle Eastern countries. Four themes emerged after analysis of the texts: perceptions of teachers about teacher leadership practices, factors influencing teacher leadership, teacher leadership development, and barriers to teacher leadership. Results show that teacher leaders are engaged in mentoring teachers, coordinating with administration, curriculum development and implementation, and subject matter development. The physical environment of the school, teachers’ age, experience, qualification, and support from the administration also influences teachers’ perceptions about teacher leadership. Teacher leadership development is influenced by teachers’ own beliefs, principals’ support and teachers’ professional development. Some barriers to teacher leadership are also discussed in this paper.

Perceptions of Teachers and Subject Advisers Regarding Curriculum Development Processes in Fort Beaufort District, Eastern Cape

This study was designed to investigate the perceptions of teachers and subject advisers regarding the curriculum development processes in Fort Beaufort District in the Eastern Cape, South Africa. The sample consisted of twenty-two respondents: four principals, twelve teachers and six subject advisers. Data were collected through structured face-to-face interviews, focus group discussions and document analysis. The findings revealed that both teachers and subject advisers were concerned about the quality of teachers and learners as well as delivery of the curriculum. They also expressed concern about the quality of workshops; pointing to how much participation from teachers and subject advisers occurs in these workshops. Their responses create space for the researcher to engage with the question, does their involvement in these workshops help them to understand the curriculum and implement it better? Hence, this study recommends that the quality of teachers, learners and subject advisers should be considered while carrying out curriculum development processes.

Metaphorical Perceptions of Teachers Regarding the Concept of "Teaching Profession" (A Weighted Study)

Today, the perceptions of individuals who are performing the teaching profession are very important. The purpose of this research is; to investigate the metaphorical perceptions that teachers have regarding the concept of the teaching profession and to compare the metaphorical perceptions of classroom teachers and branch teachers. The research is a qualitative study and the data are examined by content analysis. As a data collection tool, 60 teachers were told to "Teaching profession...... it's like. Because......" they were asked 3 times to complete the sentence. According to the results of the study; the number of metaphors produced by teachers is 155 and all are valid. The created metaphors are collected in 5 different categories. It was observed that the classroom teachers and branch teachers who participated in the study produced metaphors mostly in the category of "Expressions Related to An Object." Teachers in the study group perceive the teaching profession most with the metaphors of "parenting, motherhood and candles." According to the findings of the study; When comparing metaphorical perceptions of classroom teachers and branch teachers in all categories, it was determined that classroom teachers produced more metaphors than branch teachers, while branch teachers could not produce little or no metaphors.

Persepsi Penggunaan Flipped Classroom di Sekolah Dasar selama Pandemi Covid 19

Model pembelajaran flipped classroom merupakan pembalikan prosedur pembelajaran tradisional, di mana yang biasanya dilakukan di kelas dalam pembelajaran tradisional menjadi dilaksanakan di rumah dalam flipped classroom. Selama pandemi Covid-19, banyak sekolah dasar menyelenggarakan pembelajaran menggunakan model tersebut. Namun demikian, persepsi guru, orang tua, dan siswa belum terungkap secara baik terkait model pembelajaran ini. Oleh sebab itu, penelitian ini bertujuan untuk mengetahui persepsi guru, orang tua, dan siswa terkait dengan pembelajaran daring menggunakan model flipped classroom selama masa pandemi Covid-19. Metode penelitian yang diterapkan dalam penelitian menggunakan pendekatan kualitatif. Instrumen yang digunakan dalam penelitian adalah pedoman wawancara yang telah divalidasi menggunakan prosedur expert judgement. Wawancara diajukan kepada subjek, yang meliputi: guru, orang tua dan siswa di SDN Margoyasan (3 guru, 3 orang tua, dan 2 siswa), SD Tukangan (2 guru, 2 orang tua, dan 2 siswa), SDN Puro Pakualaman (4 guru, 4 orang tua, dan 2 siswa), dan SD Islamiyah Pakualaman (3 guru, 3 orang tua, dan 2 siswa). Data yang terkumpul dianalisis secara kualitatif untuk menegaskan temuan-temuan penelitian. Hasil penelitian menunjukkan persepsi guru, orang tua, dan siswa terhadap pembelajaran daring menggunakan metode flipped classroom sangat menunjang proses pembelajaran siswa selama masa pandemi Covid-19. Meski begitu, selain ditemukannya persepsi positif subjek, ditemukan pula hambatan-hambatan teknis sehubungan dengan kurangnya fasilitas individual yang dimiliki siswa. Perceptions of Implementing Flipped Classroom in Primary Schools during the Covid-19 Pandemic The flipped classroom learning model is a reversal of traditional learning procedures, where what is usually done in class in traditional learning is carried out at home in a flipped classroom. During the current Covid-19 pandemic, many elementary schools are holding lessons using this model. However, the perceptions of teachers, parents, and students have not been well disclosed regarding this learning model. Therefore, this research aims to determine the perceptions of teachers, parents, and students regarding online learning using the flipped classroom model during the Covid-19 pandemic. The research method applied in this study uses a qualitative approach. The instrument used in this study was an interview guide that was validated using expert judgment procedures. Interviews were then submitted to the subjects, which included: teachers, parents, and students at SDN Margoyasan (3 teachers, 3 parents, and 2 students), Tukangan Elementary School (2 teachers, 2 parents, and 2 students), SDN Puro Pakualaman (4 teachers, 4 parents and 2 students), and SD Islamiyah Pakualaman (3 teachers, 3 parents, and 2 students). The collected data were analyzed qualitatively to confirm the research findings. The results showed that the perceptions of teachers, parents, and students towards online learning using the flipped classroom method greatly supported the student learning process during the Covid-19 pandemic. Even so, apart from finding positive perceptions of the subject, technical obstacles were also found due to the lack of individual facilities owned by students.