Influence of the professional-pedagogical community on the activities of a modern teacher

The paper shows that the dynamically occurring changes in education dictate all new requirements for teachers, for the fulfillment of which it is necessary to integrate their efforts within the professional and pedagogical community. The aim of the study was to study the role of the professional pedagogical community in the activities of the teacher. With the help of content analysis of scientific articles, numerous and disparate categories describing the concept of a professional pedagogical community were considered, their synthesis was made in the form of a mental map, the analysis of which made it possible to clarify the influence of the ethos of the professional pedagogical community on the content of the activity of an individual teacher. Based on a review of the functions carried out by the teacher, given in the normative documents regulating the activities of the educational sphere, the substantiation of the requirements for the teachers competencies is given. The comparison of professional tasks solved by teachers (methodological, informational and communicative-regulatory directions) made it possible to find their consistency with the tasks of the professional pedagogical community (self-development and community management, development of the teaching profession in general), which makes it a promising tool for solving modern pedagogical problems. The developed mental map, which clearly demonstrates the relationship between the characteristics used to describe the professional pedagogical community, can be used by researchers to further study the phenomenon of the professional pedagogical community.

How to operationalise holistic academic development – The case of a Danish center for teaching and learning

Centers for Teaching and Learning (CTLs) are at the forefront of many quality enhancement activities aimed at teaching and learning at universities and do not solely focus on supporting individual teacher in conducting quality teaching but are also playing a strategic role in the university. CTLs provide in other words holistic academic development. This article provides examples of how a CTL at the University of Southern Denmark has operationalised holistic academic development using Holt et al.’s points of leverage as a starting point. The leverage points are combined and exemplified to suggest a model for enhancing teaching quality which entails five levels; definitions, descriptions, documentation, evaluation and recognition of quality in teaching.

Strategic human resource management in primary and secondary schools. An explorative study in Flanders (Belgium)

Although internationally there is a growing interest in strategic human resource management (SHRM) in the educational context, few studies explored SHRM in schools. This qualitative study explores if five common human resource management (HRM) practices (i.e. recruitment and selection, assignment, evaluation, rewards, and development) are aligned with schools’ strategic planning and individual teacher needs. The analysis is based on 194 semi-structured interviews with school leaders and school team members in 24 schools in Flanders (Belgium). After a within-case analysis, a classification was made for each school for each HRM practice under investigation based on a classification scheme indicating the strategic focus per HRM practice. The cross-case analysis shows that for some HRM practices the alignment with school’s strategic planning and individual teacher needs is identified in more schools (e.g. for ‘professional development’) than for other practices (e.g. for ‘rewards’). The findings of this study contribute to our understanding of SHRM within the education sector and provide schools with tools to invest in SHRM.

Emvitet- project developing education 4.0 competencies - impacts and experiences during covid-19

The aim of this article is to describe the direct and potential impacts Erasmus+ Capacity Building Higher Education (CBHE) - Project called “Empowering Vietnamese VET teachers for transformation towards Education 4.0” (EMVITET)- after one year of implementation. Additionally, the survey findings also summarized the institutional and teachers’ personal experiences during the Covid-19 pandemic, which pushed Vietnamese institutions to rapidly transform their education to online environments. Qualitative data were collected with online questionnaires from six partner institutions and 35 teacher participants. The findings indicate that both individual teacher participants and partner institutions were given a boost to improve Education 4.0 competencies thanks to the participatory and collaborative approach of the EMVITET- project. The project was perceived as an useful external source for supporting the institutions’ management in organizing demanding online education during Covid-19 pandemic.

Emvitet- project developing education 4.0 competencies - impacts and experiences during covid-19

The aim of this article is to describe the direct and potential impacts Erasmus+ Capacity Building Higher Education (CBHE) - Project called “Empowering Vietnamese VET teachers for transformation towards Education 4.0” (EMVITET)- after one year of implementation. Additionally, the survey findings also summarized the institutional and teachers’ personal experiences during the Covid-19 pandemic, which pushed Vietnamese institutions to rapidly transform their education to online environments. Qualitative data were collected with online questionnaires from six partner institutions and 35 teacher participants. The findings indicate that both individual teacher participants and partner institutions were given a boost to improve Education 4.0 competencies thanks to the participatory and collaborative approach of the EMVITET- project. The project was perceived as an useful external source for supporting the institutions’ management in organizing demanding online education during Covid-19 pandemic.

A Multidimensional Model of Teacher-Student Interaction Styles

The aim of the research is to identify the parameters for a multidimensional model of teacher-student interaction styles in the framework of the teacher's management activity. Literature analysis shows that all the models of teacher-student interaction styles can be divided into two groups according to the ways of classification criteria distribution. The first group comprises onedimensional models which assign certain characteristics to the teacher leadership styles. The example of such an approach is the traditional classification of styles into authoritarian, democratic and laissez-faire modes of teacher's behavior. The other group of classifications of teacher-student interaction styles includes two-dimensional models. They use two parameters in different combinations to result in four leadership styles. The author states that teacher-student interaction is so complex and multi-level that two criteria are not enough to describe teacher leadership styles. She proposes a multidimensional model of teacher-student interaction styles based on six components of teacher's organizational activities: target, stimulation and motivation, content, operation, control and regulation, assessment. According to these components, the author identified six parameters of teacher-student interaction styles which a teacher can exhibit to a different extent within the two opposite characteristics: 1) formulation of tasks to learners (implicitly - explicitly), 2) stimulation of learners' autonomy (directive behavior - delegating behavior), 3) variability of content (predetermined -available for choice), 4) interaction with students (detachment - involvement), 5) intensity of control (continuous - dispersed), 6) type of assessment (standard - essence-based). All the six parameters are independent dimensions of an individual teacher-student interaction style. To empirically verify the proposed multidimensional model of teacher leadership styles, a questionnaire was developed. It consists of 18 statements, three statements assessing each parameter. The display of characteristics was measured by values with assigned numbers: ‘never' -2, ‘no rather than yes' -1, ‘sometimes' 0, ‘yes rather than no' +1, ‘always' +2. The values -2 and +2 are the extreme poles of the behavior characteristics. The arithmetic average was counted out of the three answers on each parameter. According to the survey of school teachers, individual teacher-student interaction styles comprise characteristics of different polarity. The proposed multidimensional model of teacher-student interaction styles is a flexible, variational and open system.

The Effectiveness of Using a Deductive-Cum-Process Writing Process Approach to Teach Tone Formality

This study aims to investigate the usefulness of a deductive-cum-process writing approach to raise native Cantonese-speaking ESL students’ awareness of the inappropriate use of informal language in academic writing. Achieving tone formality by incorporating appropriate syntactic and semantic elements poses great difficulties to freshmen at the City University of Hong Kong. Furthermore, the effectiveness of using a deductive approach to teach word usage has been inconclusive despite numerous studies on this issue (e.g., Alzubi, 2015; Tammenga-Helmantel, 2014; Vogel et al., 2011). In the current study, seven types of informal language expressions and corresponding formal alternatives were first taught, followed by peer review and individual teacher-student consultations to reinforce the teaching.The experimental group consisted of 19 students taking an academic writing course in the summer semester 2017-2018. The end-of-course writing examination showed that the experimental group used significantly fewer informal expressions than did the control group in three measures—the total number of informal expressions and two component measures (p?0.05). Questionnaire findings confirmed the usefulness of the current teaching approach, as perceived by the majority of the participants. Qualitative analysis revealed several types of informal expressions that were most difficult for the participants to identify and to make correction.

Integrating “Daily Learn English Application” to Teach Speaking Skill in EFL Classroom

The generation who is raised in the digital world has come to believe learning meant to be loud, colorful, and energetic. Teachers who want to reach out to this generation need to use media to grab attention. Teachers must be adaptive, which means that they must begin to believe that integrating technology is an effective way of teaching. This research is aimed at investigating teacher’s belief and practice on the integration of “Daily Learn English” Application to teach speaking skill in EFL classroom. To reach the objective, a case study on an individual teacher was used in this research. Data collection techniques of the research were Interview and observation. The result indicated that the teacher believes that integrating "Daily Learn English" Application could facilitate the teacher in creating an active, creative and fun teaching-learning process and there was no discrepancy between belief and practice as the teacher has been integrating this application in the classroom.

PELAKSANAAN TEKNIK SUPERVISI INDIVIDUAL GURU PENDIDIKAN AGAMA ISLAM SEBAGAI IMPLEMENTASI KERJA KEPENGAWASAN (Studi Kasus pada Sekolah Dasar Islam YAKMI Kecamatan Pinang Kota Tangerang Tahun 2019)

School Action Research entitled "Implementation of Individual Supervision Techniques in Islamic Religious Education Teachers as Implementation of Supervisory Work is a study conducted to find out the implementation of individual supervision techniques of Islamic religious education teachers, implementation of Islamic education supervisors' performance and the effect of implementing individual Religious Education Teacher supervision techniques. Islam as an implementation of supervisory work. As for the goal of the research is the process of implementing individual teacher supervision technique of Islamic education, the implementation performance of Trustees Islamic education and influence the implementation of individual supervision on engineering education teachers of Islamic religion as the implementation of the work kepengawasan.The research is the research field where researchers use observational techniques through classroom visits and interviews. The results of this study found that the school principal/supervisor had socialized supervision activities, but had not been intense in the school, the teacher’s understanding in this case the Islamic religious education teacher did not fully understand the education supervision because the teacher was not usually supervised and teachers at YAKMI Islamic Elementary School in terms of PBM supervision, they are very committed to advancing their schools so they can be equal with other schools, one way is through education supervision where supervision can see shortcomings in the PBM process.