Appreciation Of Teachers Research Articles

SOSIALISASI PARTISIPATIF GURU SOSIOLOGI DALAM MENINGKATKAN KEDISIPLINAN SISWA KELAS XI IPS 1 SMA NEGERI 1 TELUK KERAMAT

This study aims to determine the form of participatory socialization of sociology teachers in improving the discipline of class XI IPS 1 students at SMA Negeri 1 Teluk Keramat, Sambas Regency. Researchers used descriptive research methods with qualitative research forms. The data sources for this study were the sociology teacher, BK teacher, and six students of class XI IPS 1. The results showed that participatory socialization of sociology teachers in improving the discipline of class XI IPS 1 students of SMA Negeri 1 Teluk Keramat by giving symbolic rewards. Giving rewards for good behavior in the form of praise as a form of teacher appreciation for students, communication as interaction, namely communication that exists between teachers and students directly and face to face, verbal communication with oral and written so that it is easily understood by students, student-centered socialization, and students' learning needs are taken into account.

Foreign Language Enjoyment as a mediator between Informal Digital Learning of English and willingness to communicate: a sample of Hong Kong EFL secondary students

ABSTRACT Based on Fredrickson’s (2001) broaden-and-build theory, this study investigates how Foreign Language Enjoyment (FLE; consisting of teacher appreciation, personal enjoyment, and social enjoyment) mediates the relationship between Informal Digital Learning of English (IDLE) and EFL secondary students’ willingness to communicate in a second language (L2 WTC) inside and outside the classroom. We collected survey data from 308 EFL Hong Kong secondary students who lacked any international experience (ages 12–18). After controlling for demographic data, the results show that teacher appreciation, personal enjoyment, and social enjoyment all mediate the relationship between IDLE and L2 WTC inside the classroom, while personal and social enjoyment mediate the link outside the classroom. A closer look reveals that personal enjoyment, rather than social enjoyment or teacher appreciation, plays a larger role in mediating the relationship. Practically, these findings shed light on the underlying mechanisms by which IDLE and different aspects of FLE can potentially improve the L2 WTC of Asian EFL learners who primarily learn and practice English in the classroom. These findings have implications for future interventions aimed at enhancing L2 WTC by increasing L2 enjoyment in EFL learners.

Poem for National Teacher Appreciation Week, 2022

Remember what wild fluencies of slangthe thick air of a full classroom bequeathsto you each September of your career.Remember the procession of wildflowerfaces you've almost forgotten, those throatswhose barbed-honey echoes in your eardrums.Remember the girl with five middle names,whose identity project hangs proudlyfrom the bookcase near the pencil sharpener.There are many like her, ghosting the hoursfrom bell to bell, those you worried aboutand cared for, and couldn't save, but for whomthe care, you hope, meant more than salvation.Ultimately, they didn't need saving.They needed attention, the way you growthe seedling of a sound into a poemmade of simple words and strange ones, risingsugared from the gut to light the brain, wordslike river and rain and daughter and wifeand son and love and petrichor and chantor the name of a former student turnedinto a prayer just beyond memory.Ashley Deanna Rose Christie MarieAlexandria Clarke. May you hold this,the beauty of your profession, between thumband forefinger, like a pencil, like diamond,like a dandelion puff in the wind.

Development of the Religious Character of the Nation through Learning Religious Songs: Teachers’ Perception and Challenges

Songs as learning media provide an aesthetic experience for students and can also teach character. Academics in many countries pay little attention to this issue because songs are mostly used to memorize foreign language vocabulary. This study investigates teachers’ perceptions of using songs to build students’ character. This study focuses on exploring teachers’ perceptions of the development of religious character as a core character in the curriculum in Indonesia through songs. The case study design was employed by involving 45 elementary school teachers spread over several districts in West Java province. This research was carried out in several stages; First, by preparing questionnaires distributed online; Second, by following up the answers to the questionnaire by conducting in-depth interviews; Third, by analyzing the data in an inductive-thematic manner in relation to learning problems, psychological and social issues arose. The research resulted in themes related to teachers’ perceptions of developing students’ religious character through religious songs. Four themes were explored in-depth related to teacher appreciation for songs, the benefits of religious songs, teacher challenges, and instructional design. It can be drawn that the song function was not only limited to developing a cognitive domain that functioned to remember and collect facts and data but could also be a means of developing students’ characters, especially religious characters. From the teacher’s perspective, religious songs were able to develop students’ religiosity dimension, including students’ beliefs, worship, appreciation, knowledge, and morals. Hence, this study contributes to the importance of developing songs related to religious themes to develop national character.

Questionnaire on teacher appreciation (Q-VD): elaboration and validation of an instrument

The teacher appreciation, understood from the categories training, career, remuneration and working and health conditions, as defined by the National Conference on Education (CONAE/2018), makes up the investigation of this work. Therefore, the objective of the research is to present evidence regarding the validity of the Questionnaire on Teacher Appreciation (Q-VD). For the construction and validation of the instrument, a bibliographic survey was carried out regarding research on teacher appreciation to know the demands investigated in each category, and thus build the instrument characterized as a questionnaire and named Q-VD. It is a field research with a qualitative and quantitative approach. The validation process took place in three stages in order to assess content validity in the first, clarity of language in the second and reliability in the third. All validation steps presented positive numbers, with this, the Q-VD demonstrates valid content, clarity in language and reliability in the data.

Leveraging the Pied Piper effect -The case of teaching programming to sixth-grade students via music

This paper describes a pilot study that explores students learning how to program via a multi-disciplinary approach. The study participants were eleven 6th grade students who learned programming fundamentals via music activities in a Scratch 3.0 environment. These activities included the programming of familiar melodies and the development of suitable animations or computer games. For that matter, a study unit termed MelodyCode was developed in the spirit of the STEAM education approach and the spiral learning method and included exploration tasks based on individual learning. Via the programming of familiar melodies, they became acquainted with programming concepts such as functions, variables, repetition and control commands, parallel processes, and more. Competitions that win awards were held from time to time, which prompted students to invest efforts in their projects to reach first place and gain the teacher and classmates' appreciation. The study was conducted in the form of action research. The data analysis yielded references to the effect of MelodyCode on common stereotypes students hold regarding programming (masculine profession, necessitates good mathematics knowledge), cognitive aspects (cognitive load, linking music concrete use to abstract programming concepts), and affective aspects (joyful and relaxing class atmosphere, motivation, curiosity, self-efficacy).

Making (Critical) Meaning of Meaning-making: Complicating the Racialization of Asian Indian American Youth

ABSTRACT This article examines the racializing processes throughlining the meaning-making of a Guru Vandana—an annual teacher appreciation event organized by many Asian Indian communities across the U.S.—that took place in a Midwestern city in 2019. Guided by a framework of transmodalities (a novel lens for the analysis of multimodal semiosis) and critical bifocality (a methodological approach to connect discursive and lived practices with broader structural arrangements), the author drew on interview and observational data of a set of Indian American parents and children and white teachers who attended the event to trace and analyze meanings intended, made, and missed of featured performances (e.g., dance, chants, and yoga demonstrations by the children). Indexing the deep embedment of Indian American positioning within multiple translocal and transnational hierarchies, findings reveal Guru Vandana’s tacit operation as a space wherein varied framings and understandings of Indianness circulate to both contest and (re)produce racialization, stereotypes, and caste subjectivity.

Remuneração docente em contexto de austeridade fiscal: uma análise das redes municipais de ensino dos estados de Mato Grosso do Sul e do Paraná

ABSTRACT This paper analyzed teacher compensation in municipal networks in two Brazilian states, Mato Grosso do Sul and Paraná, according to the Annual Social Information Report (Relação Anual de Informações Sociais), from 2008 to 2018. The period was characterized by fiscal austerity policies implemented after the approval of Constitutional Amendment no. 95/2016. The data were extracted from Relação Anual de Informações Sociais and relevant educational legislation was consulted. The approval of the Amendment interrupted a cycle of teacher appreciation policies that had been in place at the intersection between the federal government’s education policy and that of each Brazilian state. Although the educational sector, through its entities, has shown resistance to ensure recent achievements, the context of fiscal austerity has led to significant losses in terms of teacher compensation, which has put the maintenance and expansion of the right to education at risk.

REFLECTIVE CRITICAL THINKING SKILLS AND ATTITUDE IN SOCIAL STUDIES EDUCATION. THE DILEMMA BETWEEN THEORY AND PRACTICE

Reflective critical thinking skills and attitudes are activities associated with social studies since its inception. Even though, these concepts appear to be crafted nicely in the ghanaian senior high school social studies syllabus, however, how they should be taught appears not to be receiving attention by social studies practitioners. This desktop research explored the practice and theory of these concepts taking into consideration teachers appreciation of reflective critical skills and how teachers facilitate them. Creative ways in which the concepts can be taught to propel development and economic growth has been outlined by the research.

The Development and Validation of the Short Form of the Foreign Language Enjoyment Scale

AbstractWe used a data set with n = 1,603 learners of foreign languages (FL) to develop and validate the short form of the Foreign Language Enjoyment Scale (S‐FLES). The data was split into 2 groups, and we used the first sample to develop the short‐form measure. A 3‐factor hierarchical model of foreign language enjoyment (FLE) was uncovered, with FLE as a higher‐order factor and with teacher appreciation, personal enjoyment, and social enjoyment as 3 lower‐order factors. We selected 3 items for each of the 3 lower‐order factors of the S‐FLES. The proposed 9‐item S‐FLES was validated in the second sample, and the fit statistics for the factor structure indicated close fit. Further evidence was found to support the internal consistency, convergent validity, and discriminant validity of the S‐FLES. The S‐FLES provides a valid and reliable short‐form measure of FLE, which can easily be included in any battery of assessments examining individual differences in FL learning.

Finnish and Portuguese Parents’ Perspectives on the Role of Teachers in Parent-Teacher Partnerships and Parental Engagement

The current educational reforms in Finland and Portugal require a holistic engagement of parents with learning, bringing parents and teachers together as partners. This qualitative study, which interviewed Finnish (N = 10) and Portuguese (N = 9) parents, aimed to explore parents’ views on the role of teachers in supporting parent–teacher partnerships and parental engagement with the school. Inductive content analysis was performed to analyze the interviews. From a general standpoint, three patterns were found in the parents’ narratives about the role of teachers in supporting partnership and engagement: communication, professionalism, and invitations to active parental participation. From a cross-cultural standpoint, Finnish parents evidenced partnerships and engagement grounded in little face-to-face contact but consistent online communication with the teacher, as well as trust in their professionalism and independent work. The Portuguese parents revealed rather frequent active participation within the school premises, more recurrent face-to-face communication with the teacher, and appreciation for teachers’ timely responses and support. Recommendations for a holistic approach of engagement and partnerships were brought forward within the context of teacher education, such as the need to maintain simple but regular communication with parents and the relevance of reconsidering the frequency of parental activities in the school.

Capturing the emotional experiences of English as a foreign language university teachers: A critical perspective

Although emotions constitute an integral aspect of teachers’ lives, emotions experienced by teachers of English as a foreign language (EFL) in higher education, settings are relatively under-researched. Through in-depth interviews, this study aims to capture a small cohort of nine EFL female teachers’ emotional experiences when teaching English-major students in a large public university in Saudi Arabia. Methods of inductive thematic analysis helped capture the participants’ emotional experiences during teaching. The analysis of their emotional experiences is informed by Benesch’s (2017) critical approach to teachers’ emotions. The study revealed that relationships in the classroom and the institutional system greatly influence how teachers construct, express, and communicate their emotions. Teachers’ passion for teaching, students’ classroom engagement, and students’ appreciation of teachers’ efforts triggered the teachers’ sense of happiness and pride and contributed to their occasional positive valence. However, teachers often experienced anger, frustration, demoralization, anxiety, and sadness as a result of feeling disempowered when dealing with students’ disruptive behaviours and constraining institutional policies. The study suggests that teachers’ emotions influenced their pedagogical practices and physical and psychological wellbeing. Therefore, to support teachers’ emotional competence, mitigate teachers’ emotional difficulties experienced during teaching, and enhance classroom teaching and learning, educational institutions, program leaders, and policymakers need to acknowledge the centrality of teachers’ emotions in the EFL classroom.

Interdisciplinary teaching practices: Reflections from a teaching triangle

Background and aim: There is an increased understanding of and appreciation for teachers' work from other disciplines, primarily for formulating individual plans and enhancing one's teaching based on observations and shared reflections. This article reviews how reflective practice, which is self-initiated and focused, informs the understanding and improvement of teaching practices, demonstrates interaction with students, and guides teaching experiences. This article aims to explore reflective practices that were meaningful for engaging in in-class instructional teaching practices.Methods: A self-study methodology was used to examine the complicated relationship between teaching and learning and knowledge in action of teacher education pedagogy.Results and discussion: As teacher, we understand the importance of problem-solving, establishing connections between relationships, and motivating students to think about missing connections or reconsidering them. Implications: The benefit of the Teaching Triangle was enhancing interdisciplinary relationships, understanding professional teaching relationships, and learning from each other without boundaries.Conclusions: Three aspects of the interdisciplinary reflective practice that emerged were adopting philosophy and purpose-driven goals; facilitating teaching pedagogy and technology; and creating culturally safe and effective student learning environments.

An appreciation of Desmond Meikle, botanist, teacher and friend

An appreciation of Desmond Meikle, botanist, teacher and friend

Impact of Covid-19 in Engineering Online Mode Educational System

The outbreak of COVID-19 had a huge impact on the educational system as it leads to the closure of the educational institutions across globe. This had an impact on both economy and society apart from affecting the students and teachers. The situation became even more worser in the case of the disadvantaged students as it affected not only their education but also lead to problems such as improper nutrition, childcare and also economic problems as many lost their jobs due to the pandemic situation. In order to move on with the situation, UNESCO suggested the educational institutions to takeover virtual platforms as a replacement to the traditional classes in order to reduce the disruption of education. These virtual platforms became a critical lifeline for educational institution as it helps to reduce the transmission of disease. In this paper we could see the ways that the pandemic has transformed the education sector across the world which include Online learning, Unequal access to technology, and educational resources, a wide range of distance learning tools, new methods of assessment with learning management software, online appreciation for teachers and educators and the changing role of parents in education. But there was some gap between educators and learners.

Imprescindíveis e silenciados: desvalorização dos professores e destituição da participação nas decisões políticas

Este texto analisa a destituição do direito à participação dos professores nas deliberações políticas educacionais, agravada na conjuntura da pandemia, indagando se se trata de uma dimensão da desvalorização do professor na condição de trabalhador assalariado, tendo como ponto de partida a contradição: ao mesmo tempo em que sofrem prescrições e controle sobre o trabalho e destituição da participação deliberativa, os professores, na conjuntura atual, revelam-se imprescindíveis. Buscamos discutir as dimensões econômica, social e política da retórica da valorização do professor, o que, na realidade, se impõe como controle, destituição de direitos e, enfim, desvalorização.

Professores homens da Educação Infantil: narrativas e (des)encontros entre corpos, brincadeiras e cuidados

As narrativas de professores homens da Educação Infantil sobre as imposições e expectativas conferidas a eles e às professoras mulheres no exercício da docência, nestes espaços públicos, educativos e coletivos, são o centro deste artigo. Produzidas por meio de entrevistas semiestruturadas e problematizadas à luz das pesquisas do campo da Educação Infantil e dos estudos sociais da infância, as narrativas revelam diferentes maneiras com que o sexismo e as discriminações de gênero podem impactar na atuação dos professores, como a necessidade de legitimar continuamente suas capacidades profissionais e a vigilância e/ou negação da dimensão do cuidado. Além disso, os professores entrevistados revelam e reconhecem promover e provocar corporalmente diferentes experiências e brincadeiras junto às crianças, contribuindo para ampliação das reflexões sobre a dimensão brincalhona na docência, para a valorização e reconhecimento dos professores e para uma Pedagogia da Educação Infantil em que cuidar e educar de meninas e meninos pequenos seja indissociável para professores e professoras.

Percepciones del alumnado de grado en educación primaria sobre la formación musical adquirida antes de sus estudios universitarios

La educación musical constituye un componente imprescindible de la formación integral que debe proporcionarse a la ciudadanía, y para ello es necesario que los docentes tengan la necesaria preparación que les permita no solo enseñar música, sino también hacer de la música un bien cultural accesible a todas las personas. El propósito general de este trabajo es analizar la apreciación del futuro profesorado sobre diferentes aspectos de su formación musical antes de su ingreso en las facultades de ciencias de la educación para contar con datos que permitan la optimización de su formación didáctico-musical. Para ello, se realizó una investigación de carácter descriptivo a través de un cuestionario elaborado ad hoc, y que fue respondido por 302 alumnos y alumnas del Grado de Educación Primaria de las tres universidades públicas de Galicia. Entre los resultados cabe destacar que en Educación Primaria la asignatura de música ha estado mucho más presente que en Secundaria y en Bachillerato. Y, aunque los estudiantes le otorgan igual importancia que a las demás asignaturas, reconocen que no goza del mismo reconocimiento social. Mayoritariamente, se valora el aporte de la música en el desarrollo de la creatividad, aunque se indica que el nivel de conocimientos adquiridos es bajo. El análisis de la formación musical con la que se accede a la carrera de Magisterio resulta muy relevante, por cuanto podría valorarse como uno de los referentes para definir y estructurar el conjunto de contenidos imprescindibles para una adecuada formación musical de los futuros docentes de Primaria.

Navigating ‘Home Schooling’ during COVID-19: Australian public response on Twitter

COVID-19 has wreaked havoc worldwide. Schools have escaped neither the pandemic nor its consequences. Indeed, by April 2020, schools had been suspended in 189 countries, affecting 89% of learners globally. While the Australian government has implemented variously effective health and economic policies in response to COVID-19, their inability to agree with states on education policy during the pandemic caused considerable confusion and anxiety. Accordingly, this study analyses 3 weeks of Tweets during April, leading up to the beginning of term 2, during the height of Government policy incongruity. Findings confirm a wide and rapidly changing range of public responses on Twitter. Nine themes were identified in the quantitative analysis, and six of these (positive, negative, humorous, appreciation for teachers, comments aimed at Government/politicians and definitions) are expanded upon qualitatively. Over the course of 3 weeks, the public began to lose its sense of humour and negative tweets almost doubled.

A formação de professores e o PNE: Contradições e desafios da Educação a Distância e valorização do magistério

O Plano Nacional de Educação (PNE) estabeleceu metas para a valorização do magistério e priorizou a necessidade de formação adequada na área de atuação docente. Neste artigo, analisam-se a evolução da formação de professores por etapa de ensino, o efeito dos cursos a distância e a repercussão desse cenário na valorização do magistério e no reconhecimento social do professor. Contextualizam-se, ainda, as recentes diretrizes aprovadas pelo Conselho Nacional de Educação (CNE) para a formação de professores que atuarão na Educação Básica. A pesquisa, com caráter bibliográfico e documental, apoia-se nos estudos de Gatti, Barreto, André, & Almeida (2019), Saviani (2007, 2009), Peroni (2017), entre outros. A legislação do início do século XXI até 2018 é analisada, bem como dados disponíveis nos portais do Ministério da Educação (MEC) e do Instituto Nacional de Estudos e Pesquisas Educacionais Anísio Teixeira (INEP). Como resultado, concluiu-se, neste estudo, que majoritariamente os professores são formados em cursos a distância, em instituições privadas. Mesmo assim, não será possível cumprir as Metas 15 (Ensino Superior) e 16 (Pós-Graduação) do PNE até 2024.