Suchergebnisse

When considered the basis of social studies, it can be seen that citizenship and citizenship-related issues are of vital importance. After the industrial revolution and immigration, education was considered as a solution to keep people together healthily who have serious problems with each other and are from different cultures. Within the context of this solution, raising citizens capable of living in society was aimed and this duty was given to social studies education programs. During the time, different forms and perceptions of citizenship have emerged and expectations of countries2Fgovernments from their citizens have changed. In the course of globalization, perceptions and expectations of citizens also have been transformed. In past, raising citizens obeying the state was the aim, today the expectation is to raise citizens who can carry their states, nations and even the world to higher levels and who can criticize, explore, solve problems and develop themselves at a national and universal level. Since human beings have to live together with different cultures and nations, they are expected to respect different ones from themselves and to be loyal to democratic values with a sense of tolerance. Today, the concept of citizenship cannot be considered without democracy and values of democracy. It is also important to reveal what social studies candidate teachers understand from the combination of citizenship and democracy concepts, which have crucial place in the nature of social studies and its education. For this reason, the aim of this research is to reveal the opinions of social studies candidate teachers on democracy and citizenship. This research is carried out using a qualitative research method. Social studies candidate teachers educated at Ege University makes up the study group of this research. In the study, opinions of social studies candidate teachers were received using a questionnaire consisting of open-ended questions. The research is carried out with 165 participants in total based on a ...

Quality of education is greatly influenced by the quality of teachers and students. To provide high quality of education, the government should commit to ensure that every student has the opportunity to learn from qualified and inspiring teachers. In recognition of the importance of qualified teachers, policy initiatives that push toward getting smarter people into the teacher workforce have been introduced. This paper provides an overview of the government's strategies, teacher training and certification, UKG, MGMP, and KKG, to improve the quality of teachers in Indonesia. The idea is simple: if we can insist on better prepared and more able teachers, teacher quality will necessarily rise and student performance will respond.

With the development of globalization and continuous changes in terms of the formal inclusion of children in social systems, the need for acceptance and inclusion in the system of children with special social support needs has been recognized. The research aimed to determine the circumstances that are significant for the professional development of preschool teachers (frequency, motivation, forms, self-assessment of abilities, application of new knowledge, and cooperation) for the needs of inclusive educational practice in preschool institutions. A convenience sample of 141 preschool teachers from the territory of the cities of Pirot and Niš participated in the research. Teachers expressed their views on this topic using a Likert-type scale composed of 52 items divided into 7 subscales, through the use of a Google Forms questionnaire. The obtained results show that: teachers consider continuous professional development for the organization and implementation of inclusive practice to be significant and necessary; teachers enhance their expertise in the field of inclusion through activities such as thematic workshops, online programs, and joint activities with other teachers, while individual and group research is less frequently applied. Preschool teachers with fewer years of work experience apply various forms of professional development in the field of inclusion. Teachers who implement inclusive educational practices with the nursery or younger preschool group are less motivated for professional development in the field of inclusion. Preschool teachers with less work experience tend to apply new knowledge in the field of inclusion (acquired through professional development). Based on the obtained results, it is recommended to encourage and support teachers in choosing activities for professional development that contribute to the development of skills and knowledge for working in inclusive educational practice.

This paper attempts to assess Algerian high school EFL teachers' practice of adapting English textbook materials. The latter doesn't always meet the learners' needs. Therefore, EFL teachers should adapt and develop these materials or design new ones to meet their learners' needs and interests and to enhance and facilitate the process of learning. The present research explores if EFL teachers do adapt textbook materials according to the requirements of their specific classroom contexts through an interview and a questionnaire delivered to high school EFL teachers. The obtained results showed that Algerian high school EFL teachers believed that adapting textbook materials is required to facilitate the teaching/learning process and meet the learners' needs. Moreover, most of the teachers confirmed that they are familiar with adaptation to meet their learners' needs and achieve their teaching objectives since textbook materials do not always suit the learners' levels and interests. They also agreed that adapting or designing new textbook materials is not an easy task, it requires time and energy.

This study applies a sociocultural linguistic approach where it examined the representation of English as International language teachers' identity negotiation in their classroom interactions. The important role of the teachers involving their efforts, values , and beliefs preceded this study. Furthermore, the findings in this study indicated that the English teachers negotiate their identity as they still bring out the teaching with the reference to cultural, social, political, and religious constructs. The different ways of the teachers showing their identity infused in their linguistic use in the classroom. Moreover, the religion bounding values and beliefs that the teachers motivated to explore were shown in the connection between the English teaching topic being discussed in class and the religious concept in teaching, which in this case related to the Islamic teachings. The teachers also perceive their identities which can be assembled into four broad areas showing their understanding and the important function of their identity representations in the way of teaching. Lastly, some pedagogical implications were also found from this study.

Does England have a bias against ethnic minority teachers?
85% of teachers in England are White British, and 46% of schools have no racially diverse teachers at all. Does this mean England has a bias against ethnic minority teachers? Beng Huat See from Durham Evidence Centre for Education explores. Around 70% of the working population is recorded as White British, but 85% of all teachers in state-funded schools in England are White British. This makes teaching a particularly White profession. Around 66% of the student population is White British, but 86% of teachers and teaching assistants and 93% of school leaders are White British by ethnic background (Gov.UK 2021). There represents a mismatch between the ethnic makeup of teachers and pupil numbers overall.

Abstract The aim of this study was to figure out the reasons about the necessity of honorer teachers to continue their study and to reveal the implication of honorer teachers' teaching and learning process at university into their classroom. Descriptive Qualitative Method was applied through interview and documentation. In this study, the researchers synthesized the results of interview from selected Islamic honorer teachers as the primary source. The secondary source was accomplished by related articles and books or documentations of the research. The results showed that there were five reasons of the necessity such as (1). Based on the law number 14 of 2005 chapter 4 verse 8 – 13 and The Indonesian Republic Government Regulation No 49 of 2018 chapter 8, (2). To improve their teachers' competences, (3). To raise their position to the next level such as bachelor degree (4). To get better salary, and (5). To get Educator Identity Number. Meanwhile, the implication was studied and needed for further improvement for their competences. Furthermore, the honorer teachers required to have lots knowledge, apprehend to manage the classroom, understand to communicate, cooperate and have a good relationship with students emotionally or even spiritually

"Anhand quantitativer Daten aus Eltern-, Erzieher/innen- und Lehrerbefragungen sowie offener Leitfadeninterviews mit Eltern der interdisziplinären Längsschnittstudie BiKS-3-8 werden die Schulfähigkeitskriterien dieser Personengruppen untersucht und verglichen. Für die Eltern zeigen sich Unterschiede nach Bildungsniveau und bevorzugtem Einschulungstermin. Außerdem wird gefragt, zu welchem Zeitpunkt über die Schulfähigkeit entschieden werden sollte und wer dafür zuständig ist. In den Schulfähigkeitskriterien unterscheiden sich alle drei Gruppen nur wenig und nennen in erster Linie lernmethodische und soziale Kompetenzen. Schulnahe ('proximale') Lernvoraussetzungen, die die grundschulpädagogische Diskussion und die Diagnostik verstärkt herausstellen, halten alle Beteiligten für wenig bedeutsam." (Autorenreferat)