Metaphors we teach by

Teaching is a complex activity that people often discuss metaphorically, as when a professor is described as a sculptor molding impressionable students. What do such metaphors reveal about how people conceptualize teaching? Previous work has addressed related questions largely via researcher intuition and qualitative analyses of teacher attitudes. We sought to develop a more principled method for mapping the entailments of metaphorical concepts, using teaching metaphors as a case study. We presented participants with one of four common metaphors for the teacher-student relationship (identified in a preliminary study) and asked them to rate the degree to which a series of teacher attributes fit the metaphor. We then used iterated exploratory factor analysis to identify a small number of dimensions that underlie people’s conceptions of teachers and examined whether the metaphors systematically differed along these dimensions. We found that teaching metaphors bring to mind distinct, coherent clusters of teacher attributes and different intuitions about teacher responsibility and power – a finding we replicated in a larger, pre-registered follow-up study using a new set of participants. This work provides a novel method for mapping the entailments of metaphorical concepts and sets the stage for educational interventions centered on shifting lay theories of teaching.

Exploring Secondary Teachers’ Willingness to Differentiate Instruction for ELLs

The growing English language learner (ELL) population is expanding in the United States from concentrated, urban areas to smaller, rural school districts in which mainstream content teachers provide most instruction for these students (DelliCarpini & Alonso, 2014). Most mainstream content teachers at the secondary level, however, have had little or no training in teaching ELLs and do not currently provide the differentiated instruction necessary for ELLs to be successful (Musanti & Pence, 2010; Rubinstein-Avila & Lee, 2014). Previous research has explored teacher attitudes toward ELLs in mainstream classes and the teacher beliefs related to teacher identity, teacher responsibility, and self-efficacy which all emerge as relevant to teaching ELLs. However, there is no prior research on the association these three factors potentially have with teachers’ willingness to differentiate their instruction for ELLs in mainstream classrooms. This study explored these three factors of identity, responsibility, and self-efficacy as well as EL training, their relationship to each other, and their potential correlation with a teacher’s willingness to differentiate (WTD) instruction for ELLs in a mainstream classroom. Results indicate that identity and responsibility correlate most with a willingness to differentiate, but self-efficacy, along with several other emergent factors, are also relevant.

Responsabilidad personal docente y motivación escolar

El artículo tiene como propósito analizar las representaciones acerca de la responsabilidad personal docente en la motivación escolar. Participaron del estudio profesores en formación y en ejercicio de Educación primaria (n=773) de la Región de la Araucanía, Chile. A partir de un análisis de cluster se identificaron cuatro perfiles distintos, en donde esta responsabilidad se asume como propia o compartida y donde la motivación escolar es representada como algo continuo o como un momento acotado de la clase. Los resultados muestran que habría un desplazamiento de la responsabilidad docente hacia la familia, en torno a la motivación escolar, cuando se ejerce efectivamente la profesión. Además, los profesores en ejercicio tenderían concebir la motivación escolar como un momento acotado y de responsabilidad compartida; mientras que los futuros profesores participan significativamente más del perfil en donde la motivación es un proceso continuo y de responsabilidad del docente. Dado que el profesor es el agente que con mejores herramientas debería ser capaz de dar sentido y motivar el aprendizaje escolar, urge generar estrategias para que esta responsabilidad sea asumida de manera contundente por el propio profesor y como un proceso, más allá de un momento específico de la clase. This article analyzes self-reports of teacher perceptions regarding personal responsibility in school motivation. Participants were teachers-in-training and those currently working in Primary Education (n=773) in the Araucanía Region, Chile. Four different profiles were identified from cluster analysis, where responsibility was seen as personal, or shared; and where school motivation was represented as continuous, or discrete. Results show that respondents tend to place responsibility for school motivation within the family for the most effective exercise of the profession. For practicing teachers, school motivation tended to be conceived of as discrete moments, of shared responsibility; while future teachers were significantly more likely to see motivation as a continuous process, of personal (teacher) responsibility. Given that teachers have the educational tools and opportunity to most effectively motivate school learning, it is urgent to generate strategies where responsibility is robustly assumed by teachers themselves; and as a continuous process beyond a specific moment in the classroom.

The development of physical qualities in girls of primary school age by aerobics

The essence and features of the physical development of girls of primary school age are considered in the article. The foundations of the development of physical qualities at the age of 6-10 years are analyzed. The concept of aerobics as an instrument of health improvement is given and its effect on body is indicated. The basic requirements for aerobics classes for girls of primary school age are determined and some of the most favorable exercises for achieving the desired goals are highlighted. The analysis of the research results indicates that the use of aerobic exercises not only contributes to the development of specific physical qualities - speed, strength endurance, agility (coordination), flexibility, but also it is able to develop musicality, memory and attentiveness, stabilize the nervous system, improve psycho-emotional state and general well-being. The pedagogical observation was conducted during the period from September, 14 to November 1, 2020. Its base is ‘Ruda Vorona’ in Irpin. The research involved (n = 20) girls aged 6-10 years. The main obstacles for using the aerobics exercises in the training process are a significant load on the girls' body and a high risk of injury, that increase the level of teacher responsibility and provide for the constant monitoring of the child's health and, if it is necessary, individual selection of exercises. That is why, it is important to use not only traditional general developmental exercises that are common in aerobics and are previously researched, but implement the modern methods, that are based on using innovative health technologies.

KOMPETENSI GURU BAHASA ARAB DALAM MENGIMPLEMENTASIKAN KURIKULUM 2013

The 2013 curriculum in Arabic subjects is same as the demands of learning procedures for other subjects that require teacher responsibility and competence in implementing creatively and innovatively. The ideality of learning in the 2013 Curriculum in fact has not been realized as it should be because it is related to aspects of teacher competence. Pedagogic competence, as one of the aspects of competence that is absolutely inherent in teachers, is still found in the field to be insufficient for teachers, including Arabic teachers at MTs. Negeri Palu, especially in the sub-competency ability to design and develop learning plans according to the 2013 Curriculum standards and the demands of strengthening literacy, Higher of Thingking Skills (HoTS) and 4C. The Problem to the implementation and application of teacher pedagogical competences are grouped into two categories, namely: internal constraints and external constraints so that serious and strategic efforts are needed to overcome the weaknesses of teacher competence in learning

Subjective Responsibility of Spanish University Teachers: A qualitative pilot study

Teacher subjective responsibility is a prominent component of teachers’ professional identity. It has a great impact on teachers’ attitudes to various aspects and ethical questions relating to their profession and thus influences their performance.Aims: The pilot study presented in this paper aimed to reveal the position of teacher subjective responsibility within the self-perceived identity of teachers and to find its relations to individual ingredients of teachers’ professional identity. The participants in our pilot study were four Spanish university teachers preparing future primary school teachers for their careers.Methods: To gain a deeper insight into the teachers’ perception of their subjective responsibility we opted for a qualitative design and conducted semi-structured interviews. Having chosen a phenomenological approach, we concentrated on the participants’ understanding of their subjective responsibility and its effects. We focused on the teachers’ self-perception and inquired about the path that had led them to their profession and also about their teaching experience, searching for links connecting these to their subjective responsibility.Results: The research results demonstrate that our participants do feel responsible for a number of issues and they also reveal a particularly strong connection between teacher subjective responsibility and their commitment. The inquiry also indicated that commitment, closely interconnected with subjective responsibility, comes with a price, affecting the personal lives of the participants.Conclusions: Although our preliminary findings are limited because of the small number of participants and the strategy of a single interview, we believe that we have taken the first steps to understanding teacher subjective responsibility regarding its position within the broader context of teachers’ professional identity.Keywords: teacher responsibility, teachers’ professional identity, university teachers, commitment, teachers’ professional ethics

The Influence Of The Principal’s Leadership Style On The Performance Of Public Elementary School Teachers 5 Air Gegas

The research aims to obtain data on (1) the principal's leadership style in improving work discipline, (2) the principal's leadership style in increasing teacher work motivation, (3) the principal's leadership style in increasing responsibility and (4) constraints that faced by principals in improving expected teacher performance. This study uses a qualitative approach with descriptive methods, the technique of data collection is done through in-depth interviews, observation, and documentation. This study shows that (1) principals apply democratic leadership styles in improving discipline, (2) principals apply developer leadership styles (builders) in increasing teacher work motivation, (3) principals apply executive leadership styles in increasing teacher responsibilities, and (4) constraints faced by the principal, namely the decline in teacher discipline, lack of teacher performance motivation, and a low sense of teacher responsibility in learning. It is recommended that the principal can apply a better or varied leadership style so that the desired goals can be achieved well and maximally.