Suchergebnisse

Purpose
The purpose of this paper is to share findings from research on preservice social studies teachers' visions of themselves as they prepare to enter their student teaching experience.


Design/methodology/approach
The guiding research question for this study asked, "How do preservice social studies teachers articulate their visions of themselves as powerful social studies teachers just before their student teaching experience?"


Findings
The authors found that their visions of themselves emphasized aspects of powerful teaching, yet lacked explicit and important connections to social studies teaching. In their discussion and conclusions, they share the implications of these findings for their social studies teacher education program and other social studies education programs generally.


Originality/value
The authors contend that while powerful teaching is important, without an emphasis on powerful social studies teaching, they may struggle to achieve social studies teaching goals and purposes, such as teaching for democratic living, the common good, or citizenship. The distinction between powerful teaching and powerful social studies teaching, the authors believe, should be of concern for social studies teacher educators interested in positioning student teachers to create classroom spaces focused on the common good, national and global societies, or the deepening of democracy.

In 2013 the Swedish government launched a reform on career services for teachers that introduced first-teachersas a new category of teachers. Since this reform still is in the process of being rolled out, we know fairly little of its impact, especially concerning VET teachers that are appointed first-teachers. This paper explores and analyses two cases of VET first-teachers with focus on the implications on educational leadership practices in their work with school improvement where 'distributed leadership'is used as a lens forunderstanding the characteristic features of leadership practices. The re-sults show that the VET first-teachers consider themselves to represent an important educational leadership being process leaders for creating a culture built on mutual trust, turning the focus of school improvement from a 'top-down' perspective to change 'from below'. They become 'brokers'and a link between school management and their colleagues, even if there are some difficulties. Moreover they visualise differ-ent practices and foster a new awareness –concerning e.g. assessment and the relation-ship between school and work-place –that seem to influence collegial discourse.

This evaluation compares evidence from the literature with Australia's experience in supporting teacher development in a range of developing countries. It uses case studies to good effect in explaining choices made, the extent to which expectations were or were not met, and the lessons for future Australian assistance for teacher development. The evaluation found mixed results. In cooperation with governments and other donors, Australia has made positive contributions, such as improving teacher frameworks and curriculums, and training teachers through a range of interventions. However, there is room to improve—for example, in enhancing policy, strengthening analysis and negotiating new investments—so teacher education and training will result in better teaching and learning in schools. A significant limitation, acknowledged in this evaluation report, is insufficient attention to measuring learning outcomes. Follow-on evaluations involving the Office of Development Effectiveness are expected to help fill this gap.

Motivation is a key aspect of every workplace if the workforce is to function effectively and efficiently. This study explores that leadership in higher institutions of education in KPK Pakistan, looking at a typical set of 12 male and 12 female higher institutes. The aim was to offer a picture of the current situation, as perceived by principals and teachers, and to explore differences in their perceptions. The views of the Heads of the Institutions (Principals) and a sample of their teachers were gathered using a questionnaire. This suggests that there may well be two very different kinds of motivations atmospheres in the sample of colleges surveyed. Secondly, where teachers tend to respond well to a supportive, affirmative approach on the leadership, where they feel valued and good work is praised, as well as being given the freedom and trust to innovate, the Principals tend to a more authoritarian approach.

In this paper future elementary teachers reflect on their past experiences and talk about their teachers and the way they were taught, and portray the characteristics of effective and not so effective teachers. The study also highlights Turkish teachers` way of instruction and the strategies they use. Participants were 41 sophomore and 62 junior prospective elementary teachers enrolled in a small university in northeastern Turkey. Data were collected using mostly the document analysis techniques. Findings show that effective teachers are caring, loving, funny, and patient, show special in and out of class interest in students, and are fair to everyone. Not so effective teachers are out of temper, fear imposing, using abusive language, authoritarian, using violence, unfair and discriminating between students, and boring in class.

In the last few decades, a large portion of scientific literature has been dedicated to the questions of realization of teaching and its improvement. However, one question remains in the background - folk pedagogies and their influence on teaching. The main objective of this paper is to help us get acquainted with this phenomenon that exists in the teaching practice, its significance and pedagogical implications. In the first part of the paper, we deal with definitions of folk pedagogies and related concepts and their mutual relationship, in order to analyze the similarities and differences in the meaning of the concepts in use. Starting from important determinants of teachers' folk pedagogies, we will attempt to reassess some of the proposed methods and ways to raise consciousness about teachers' folk pedagogies, methods to analyze and change them. Based on the existing knowledge on teachers' folk pedagogies, we will try to point out their significance and implications they have on education practice. Starting from the existing findings about folk pedagogies, we have separated three important implications for educational practice: a) teachers should be viewed as creators of their own coherent theories about learning and teaching; b) changing and improving one's teaching practice is a result of the teacher's willingness to reflect on his or her own folk pedagogies; and c) teachers' folk pedagogies should be seen as the starting point for teacher professional development programs.

Teachers have become important actors in national, state, and, especially, local politics. Most research on the political behavior of teachers focuses on their relationship with public-sector unions. While extremely useful, little is known about how teachers form the evaluations of schools and districts that motivate their political behavior. I propose and test a new theory of how teachers form evaluations of school satisfaction that centers on deliberative democracy. I argue that, in addition to student performance, teachers factor in how "deliberative" school districts are when expressing satisfaction. Using two separate survey analyses, this article finds that teachers of districts with a stronger deliberative culture are significantly more likely to feel satisfied with the schools in their districts. Moreover, in districts with a stronger deliberative culture, teachers and students are more likely to be included in decision-making at the school level. This latter relationship holds true even for teachers in districts with high levels of student poverty.

Abstract
There is no doubt these days that knowledge of different forms of motivation and its implementation in the work environment is a prerequisite for improving the quality of work results and subsequent achievement of organizational goals. Every head teacher meets this phenomenon. A lack of motivation is behind a number of unfulfilled tasks, unwillingness to look for efficient work practices, absence, disloyalty to their own society, refusing overtime, not accepting necessary changes, ignoring requests for assistance, and more. It is not easy to find a way to solve these problems. However, theory and practice go hand in hand and together it creates the perfect symbiosis which looks at the ailments mentioned and gradually finds answers. Where to start in order to be successful in this quest? We should first recognize the meaning and importance of motivation in the work process. The role of the head teacher is to know teachers to have a positive impact on their behaviour and entrust them with such tasks corresponding to their knowledge and skills. Work motivation is focused on carrying out a work obligation and should lead to the required working behaviour. Motivation to work is also connected to the work environment and climate in which teachers work. In general, we can say that teachers' satisfaction at work determines their personal relationships outside the workplace as well.
For this reason, we decided to handle the theme on the specifics of the process of motivation occurring in the relationship between head teachers and foreign language teachers. The aim of this paper is to analyze the issues of the specifics of the process of motivation in the relationship between head teachers and foreign language teachers.

Using the theoretical framework of occupational socialization, the purpose of this study was to examine preservice physical education teachers' beliefs and values of teachers and teaching through analysis and interpretation of favorite teacher narratives. One hundred and eighty six preservice physical education teachers' narratives were collected and analyzed using open and axial coding (Corbin & Strauss, 2008). The qualities and characteristics identified through analysis were organized into seven inclusive sub-categories of favorite teacher characteristics and abilities and were articulated into three central themes, described as Pay it Forward, Caring in Teaching, and Motivated to Learn. The findings suggest that understanding favorite teacher influences on preservice teachers provides insights into maximizing the impact of physical education teacher education programs.

This research study identified the main areas related to entrepreneurship teacher education. The main objectives of the study were: (a) to identify the importance of entrepreneurship education for teacher education in Pakistan; (b) to identify the areas to prepare pre-service teachers for entrepreneurship education. The nature of study was descriptive while mixed method approach was used to gather information. Twelve teacher educators and eighty five prospective teachers were selected by using convenience sampling technique. ENVIVO-11 and SPSS were used to analyze qualitative and quantitative data. It was revealed that mostly interviewees agreed on entrepreneurial education should be made a part of national professional standards of teachers. Majority of the trainee teachers appreciated entrepreneurship education. Most of the respondents intervene about imparting and improving entrepreneurial education for prospective teachers' course. Interviewees are appreciating this step of entrepreneurial intentions in prospective teachers' course.