Suchergebnisse

Taking Personnel to Government departments via Public Personnel Selection Exam was first done in 1999. Ministry of Education used this exam results in any of the Teacher Assignments. In the year 2013, as it is thought that this exam was not sufficient for Teacher Selection, another exam which measures Teaching Field Knowledge for some branches was conducted. But the Physical Education graduates have to enter only the Public Personnel Selection Exam. This study is to find out the thoughts of the Physical Education graduates about the Public Personnel Selection Exam. In the research, The views of Physical Education Teacher graduates on Public Personnel Selection Exam, whether Teaching Field Knowledge questions should be asked or not, the views of teachers' on these assignment style, views on this job for their future, in which field they see themselves successful, what kind of problems they face while getting ready for this exam and what their advices are for this exam were tried to be answered. Open-ended questions were asked to the candidates in this research. Interview method, which is one of the qualitative methods, was used for 50 candidates who have graduated from different universities. At the end of the research it was found that most of the Physical Education teacher candidates were opposed to Public Personnel Selection Exam because it was not adequate to designate and assign the teachers, the preparing phase for the exam was creating anxiety and fear, the exam was creating a negative point of view about teaching profession and it was not able to contribute a lot to the profession. In addition, as a result it was reached that teacher candidates were expressing their ideas as there should be field information exams besides Public Personnel Selection Exam also for physical education teacher candidate's assignments like other branch teachers assignments. Article visualizations:

The teacher is most essential in the education field and he/she is the most important pillar in the development of schooling. Teaching aptitude of teacher is a significant issue in teaching and learning progress. The purpose of the study was to find out the relationship between teacher effectiveness and teaching aptitude of teachers. The sample comprised one hundred secondary school teachers working in secondary schools of Bangalore South District selecting by simple random sampling technique. The Teaching Aptitude Scale developed by Dahiya and Singh (2004) and Teacher Effectiveness Scale (2006) developed & standardized by Umme Kulsum was utilized for data processing. The Pearson?s Product Moment Coefficient of Correlation, ?t? and F Test statistical procedures were applied to examine the formulated hypotheses. The correlation result shows significant relationship between Teacher Effectiveness and Teaching Aptitude of secondary school teachers and from ?t? and ?F? test statistical procedures gender and type of school management factors were influences on Effectiveness in Teaching. The female teachers had higher effectiveness in teaching than male teachers and private unaided school teachers had more effective when compared with teachers from private aided and government schools. The study suggests that there should be further focal point on developing aptitude skills among teachers through well supervised practices to improve their teacher effectiveness.

Education is important. We heard these words many times in our lives. That is one of the reasons why our parents send us to school. Education is not only an important foundation in our lives but also the basic human right. Teacher is playing an important role in education. It is our challenge as higher education institution for producing the best teachers. We will take a look at how a small country like Finland has been able to be the top in education and the passion it has for the equality in education for all. Through this paper you will find how serious it is the government of Finland to select and educate students to become teachers through the teacher education program at universities. It is given the responsibility to the teachers to actually make their own curriculum. They keep adapting the challenges of education in the 21st century. As a multicultural country we need to prepare ourselves to the challenges that we will face now and in the future.

The study aimed to know the perceptions of the school heads regarding 'which all qualities do they think are mandatory to be present in an effective teacher' and find out which all qualities were present in the teachers teaching in their schools. Convenient sampling technique was used to collect data from the heads. Both government and private school heads were selected for the present study. Self constructed questionnaire was administered to the school heads along with the structured interviews. The results showed that there were many qualities which were perceived by the heads to be present in the effective teachers but they were found to be lacking in the teachers teaching in their schools. The study aimed to know the gaps between which qualities are required as an effective teacher and what qualities do they actually possess as perceived by the heads of the schools.

Within writing assessment scholarship, disciplinary discussions about the politics of pathways regularly question how reforms mediate education and affect education actors. This article complements and complicates these conversations by attending to the micropolitics of pathways: how local education actors mediate reform-related standards, and, in the process, pave what they believe to be locally-meaningful pathways. Taking the Common Core State Standards (CCSS) as our point of departure, our study centers on one important site for micropolitical work that has, to date, gone unstudied in CCSS-focused writing assessment research: teacher education, which involves coordination between secondary and postsecondary actors who might differently interpret and engage with externally-imposed reforms. Our findings suggest that while standards may be politically intended to mediate education and standardize pathways, teachers micropolitically interpret and repurpose those standards--strategically drawing on them as a means to communicate about local writing instruction and assessment. For this reason, we argue conversations about pathway-related reforms can benefit from adopting a micropolitical perspective, sensitive to the participation of teachers in locally constructing and maintaining educational pathways.Keywords: Micropolitics of pathways; Common Core State Standards; Teacher education; Writing assessment; Local interpretation

This paper explores understandings related to teacher professionalism amongst a sample of highly engaged members of the Alberta Teacher's Association (ATA). Highlighting the many ways in which the Association supported members in their bid to embody roles as leaders, learners, advocates, and policy actors, I argue that the ATA serves as a platform for the development of teacher leaders and advocates who aim to improve the quality of education on a broader scale through their work both inside and outside the classroom.

This paper draws on data collected as part of a study of the discourses of teacher professionalism amongst union active teachers in the Canadian provinces of Alberta and Ontario. Interviews revealed a triad of influences on the professionalism discourses of participants: engagement in teacher associations, the larger policy environment, and teacher agency. The manner in which this triad played out in each case, however, was unique to the particular political and organizational contexts framing the spaces in which such discourses were created. Using cross-case analysis, this paper specifically highlights the complex and contextualized nature of teachers' conceptions of professionalism, paying particular attention to the nuanced enabling and limiting conditions identified between the cases. Cet article s'appuie sur des données recueillies dans le contexte d'une étude portant sur le discours concernant le professionnalisme des enseignants actifs dans leur syndicat et vivant dans les provinces canadiennes de l'Alberta et de l'Ontario. Les entrevues ont révélé une triade d'influences sur ce discours chez les participants : l'implication dans des associations d'enseignants, le contexte politique général et l'agentivité des enseignants. L'interaction de ces composantes s'est déroulée d'une façon distincte selon le contexte politique et organisationnel du milieu dans lequel le discours a été créé. S'appuyant sur une analyse transversale, cet article souligne la nature complexe et contextualisée des conceptions qu'ont les enseignants du professionnalisme, et se penche particulièrement sur les conditions nuancées, favorables ou restrictives, qui ont été identifiées dans chaque cas.