THE ROLES OF TEACHER‐TUTORS
In: Journal of educational administration & history, Band 10, Heft 2, S. 50-54
ISSN: 1478-7431
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In: Journal of educational administration & history, Band 10, Heft 2, S. 50-54
ISSN: 1478-7431
In: The journal of negro education: JNE ;a Howard University quarterly review of issues incident to the education of black people, Band 25, Heft 4, S. 452
ISSN: 2167-6437
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Working paper
In: New directions for youth development: theory, research, and practice, Band 2004, Heft 103, S. 45-54
ISSN: 1537-5781
AbstractPositive teacher‐student relationships are seen through a variety of psychological models.
In: Scholarly Research Journal for Interdisciplinary Studies 2019
SSRN
In: Journal of management education: the official publication of the Organizational Behavior Teaching Society, Band 21, Heft 4, S. 483-495
ISSN: 1552-6658
This article focuses on anxiety in teaching and learning. It argues that in essence the teacher's role is to contain anxiety for the sake of learning. The teacher's skill in setting up and maintaining a "containing space" is the keystone on which the various aspects of the art of good teaching rest. Within this space, learning can be experienced as the expansion of potential, not merely the mastery of content and predefined competencies. Despite the differences in aims, a strong "family resemblance" exists between teaching and psychoanalysis in terms of setting, role, transference, and underlying notions of human development.
In: Nova SBE Working Paper Series, No. 640
SSRN
SSRN
In: The Journal of Social Studies Research: JSSR, Band 38, Heft 4, S. 189-203
ISSN: 0885-985X
This article examines the influence of a teacher education program designed to promote aspects of critical multicultural citizenship on the views of preservice teachers' concerning citizenship education for culturally diverse contexts. The findings are based on a case study of four minority preservice teachers who attended a large research university in the Southwest and who expressed beliefs related to critical multicultural citizenship. Two questions guided this study: Where did participants acquire their views on citizenship and citizenship education? What role did their teacher education program play in fostering their views of citizenship education? Findings from this study illuminated nuances in the interaction between participants' prior beliefs about teaching for citizenship education and those ideas expressed in the teacher education program. While participants clung soundly to prior experiences, they often borrowed terminology and tools that were explicitly conveyed in the teacher education program to both express their ideas and to frame their classroom practices. Implications for teacher educators are discussed.
The status of teachers and the teaching profession is currently under pressure from the reform agendas of governments and international organisations. This article examines the perceptions of teacher unions about changes in teacher status under the influence of new public management and its dominant discourse of new professionalism. The analysis is underpinned by a conceptual framework that seeks to reveal the main challenges facing teachers and their unions in the context of new professionalism. The framework is applied deductively to data drawn from two surveys conducted by Education International in 2015 and in 2018. The findings revealed some worrisome trends that appeared consistently over time and influenced teacher status, including an increased accountability for teachers through external control, a lack of government efforts to improve teacher professionalism, the expansion of privatisation policies, and a lack of teacher union engagement. This restructuring of the teaching profession implies the need for teacher union renewal in mission and action. ; (VLID)5399417 ; Version of record
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The status of teachers and the teaching profession is currently under pressure from the reform agendas of governments and international organisations. This article examines the perceptions of teacher unions about changes in teacher status under the influence of new public management and its dominant discourse of new professionalism. The analysis is underpinned by a conceptual framework that seeks to reveal the main challenges facing teachers and their unions in the context of new professionalism. The framework is applied deductively to data drawn from two surveys conducted by Education International in 2015 and in 2018. The findings revealed some worrisome trends that appeared consistently over time and influenced teacher status, including an increased accountability for teachers through external control, a lack of government efforts to improve teacher professionalism, the expansion of privatisation policies, and a lack of teacher union engagement. This restructuring of the teaching profession implies the need for teacher union renewal in mission and action. ; Version of record
BASE
In: Economics of education review, Band 85, S. 102183
ISSN: 0272-7757
In: The American economist: journal of the International Honor Society in Economics, Omicron Delta Epsilon, Band 56, Heft 2, S. 47-57
ISSN: 2328-1235
Renewed emphasis on increasing student academic achievement highlights the importance of improving educational quality despite limited educational budgets. This paper illustrates that investing in teachers' human capital has significant returns in the classroom. Using test and survey data on the educational background of teachers, we show that teacher knowledge and training have a significant impact on student performance and classroom productivity. Specifically, formal college-level instruction, learning by doing, and explicit measures of economic understanding all play important roles. Additionally, the data show that general in-service training is an imperfect substitute for formal education in economics. These results can be used to guide educational research, instructional programming, and school reform at the state and local levels.
In: Asian Englishes: an international journal of the sociolinguistics of English in Asia, Pacific, Band 18, Heft 3, S. 258-264
ISSN: 2331-2548
In: Journal of Educational and Social Research: JESR, Band 10, Heft 2, S. 85
ISSN: 2240-0524
The role of teachers' education in improving quality education for a functional society is a paper-based upon the need to reiterate the essence of teacher education in Nigeria. The study adopted the use of two research questions, tested using mean, and two hypotheses also tested using Pearson Correlation and t-test statistics. A questionnaire designed with an internal consistency of 0.89 coefficient using Crombach Alpha was administered to lecturers and students from three (3) Colleges of Education (Namely, College of Education Warri, College of Education, Agbor, and College of Physical Education, Mosogar) all in Delta State, and a sample size of 174 was derived based on the number of questionnaires retrieved. The finding of the study revealed that Teacher education contributes to quality education in the Nigerian Society when educationist is acknowledging as a source of reference as custodians of knowledge and as a consultant to consultants. It further demonstrated that there is a statistically significant correlation between teacher education in enhancing quality education and a functional Nigerian Society. It was established that teacher education is the channel for achieving not only educational goals (quality education) but also industrialization, which implies a successful and functional society. The researcher recommends that a feedback mechanism be put in place by the government, policymakers and educational stakeholders to actualize implementation of educational policies on teacher education.