Concern For Teachers Research Articles

Physical education teaching as a caring act—techniques of bodily touch and the paradox of caring

ABSTRACTIn this article, we investigate ‘no touch policies’ as a practical teacher concern that includes the body as a location, a source and a means in educational activity. We argue that to understand issues regarding physical touch within school practice we must conceive it as deeply associated with specific teaching techniques. Thus, the didactical challenge is not found in argumentations about the pro and cons of physical touch, but through analysis of how teachers handle student interaction and teaching intentions.We consider teaching as a caring profession. Caring, as a practical teacher concern, requires wisdom regarding the right time to use bodily touch and to refrain from such use. This wisdom involves the ability to discern people’s needs, desires, interests and purposes in particular situations and act appropriately. From a body pedagogical perspective we approach intergenerational touch not only as a discursive and power-related question but as an essential tension in the intersection of the; ambiguity attendant to any intentional act such as teaching, the conflict between the ethics of care and the ethics of justice, and finally, the paradox of caring.We draw on interviews with PE-teachers in Swedish primary, secondary and upper-secondary schools and analyses of a collection of techniques of bodily touch that are established and practiced with specific pedagogical purposes. The results shows PE teacher’s competence in handling different functions of intergenerational touch in relation to three different techniques of bodily touch; (1) Security touch, which is characterized by intentions to handle the fragile; (2) Denoting touch, which is characterized by intentions to handle learning content and (3) Relational touch, which is characterized by caring intentions. Each of these is of importance for the teachers in carrying out their call to teach and each of these relies on professional assessments whether or not it meets its intended purpose.

Inclusive practices at the teacher and class level: the experts’ view

One concern for teachers and schools is how to implement inclusion. This paper examines its implementation at the teacher and class level in Styria, (a state in Austria). To do so, a qualitative study with expert interviews was conducted. Twenty-five experts from seven schools and four Centres for Inclusion and Special Education were interviewed. This paper highlights four areas: (1) teachers’ attitudes; (2) co-teaching; (3) individualised instruction; and (4) classroom composition. The results showed that for the inclusion process to be successful, positive attitudes towards inclusion of children with special educational needs are critical. Furthermore, negative attitudes towards inclusion can change if resources and support systems are available. Like every change process, high reliability is necessary to promote inclusion. The special education teacher was seen as an important resource, thus meaningful cooperation between the general and special education teacher was considered as a first step in implementing inclusive education. The use of differentiated teaching methods, along with individual initiatives, were other indispensable practices. According to the experts, these differentiated teaching instructions are implemented better in heterogeneous classrooms, meaning that a classroom composition that corresponds to the normal heterogeneity of the student population is seen as an essential part of teaching.

Good teaching as a messy narrative of change within a policy ensemble of networks, superstructures and flows

ABSTRACTThis paper examines ‘good teaching’ within a policy ensemble where teachers’ subjectification and practices are underpinned by new modes of evaluation and enforcement. Although the paper is written with specific concern for teachers in the Republic of Ireland, the literature demonstrates that concerns raised resonate internationally. Theoretical frameworks are drawn from Bernstein’s pedagogic device and ‘rules of evaluation’ (2000, p. 34) and the tyranny of number, networks and superstructures found in policy research. The study includes a limited analysis of the policy ensemble in ‘Austerity Ireland’ and contextual understandings and perspectives of a purposive sample of experienced teachers (n = 54). Critical analysis generated three themes: multiple perspectives about ‘good teaching’, a strongly perceived pedagogy of oppression and low ethical trust in reported interactions at some schools and with the state inspectorate. Conclusions position ‘good teaching’ within the super-complexity of a messy narrative of change and flows enacted with a diversity of inquirers and institutions. The study questions the role of state inspectors as arbiters of ‘good teaching’ and challenges the academy of teacher education in assuring productive discursive gaps for education as a social responsibility for public-interest values.

Implementing Positive Behavior Support in Preschools

Challenging behavior in preschool is a serious concern for teachers. Positive behavior interventions and supports (PBIS) have been shown to be effective in reducing such behaviors. Class-Wide Function-Related Intervention Teams (CW-FIT) is a specific multi-tiered intervention for implementing effective classroom management strategies using PBIS practices. CW-FIT has been shown to be effective in elementary classrooms but has not yet been evaluated with younger age groups. CW-FIT Tier 1 is a group contingency utilizing social skills training, teacher praise, and positive reinforcement to improve student behavior. The present study examined the effects of CW-FIT Tier 1 implementation on student group on-task behavior and on teacher praise and reprimand rates in four preschool classrooms. A single-subject delayed multiple baseline design with embedded reversals was used to evaluate impact. Results indicated the intervention increased student group on-task behavior and teacher praise to reprimand ratios. Both teachers and children found CW-FIT Tier 1 to be socially valid. Limitations and implications of this study for researchers and practitioners are discussed.

Cultivating cyber-phronesis: a new educational approach to tackle cyberbullying

Cyberbullying is a pervasive and troubling moral concern for teachers, schools, parents and pupils. As children and young people in England are now more likely to be bullied online than face-to-face, this article explores if there is a need to rethink traditional educational approaches to dealing with the issue. The article starts with a critique of the current dominant approaches to tackling cyberbullying in schools, which draw predominantly on deontological and utilitarian moral philosophies. It then details what an Aristotelian character education approach to cyberbullying would consist of. At its heart is a requirement to enable children and young people to become digitally virtuous citizens, through the development of cyber-phronesis. The article concludes with a description of moral educational interventions that would increase the likelihood of children and young people making both ‘good’ and ‘wise’ choices when online.

El diálogo como valor

La preocupación de los adultos, especialmente de padres y docentes, por el desarrollo y formación de las nuevas generaciones ha sido una constante en nuestra sociedad moderna. Procesos, ambos, que se muestran dependientes de la función dialógica del ser humano. Sin embargo, el ensalzamiento del individualismo e instrumentalismo del ser humano, entre otros aspectos, han derivado en un empobrecimiento de los valores, en una crisis de la humanización y del diálogo.

Putting Followers First

In this article, we apply the theory of servant leadership to qualitative data of 18 urban, K-12 public school principals noted as instructional leaders. We found that servant leadership, enacted through a concern for teachers’ learning growth, and well-being, guided the thoughts and actions of 83% of the participants. Grounded in Spears’ (2002) conceptual framework for servant leadership, we share participants’ cases exemplifying servant leadership by highlighting their perspectives and actions toward their followers (i.e., teachers/staff). In light of teacher turnover and dissatisfaction, we argue that servant leadership holds promise for the practice of leadership within the context of today's schools.

Reducing Youth Risk Behaviors Through Interactive Theater Intervention

The reduction of risk behaviors in secondary schools is a key concern for parents, teachers, and school administrators. School is one of the primary contexts of socialization for young people; thus, the investment in school-based programs to reduce risk behaviors is essential. In this study, we report on youth who participated in an intervention designed to improve decision-making skills based on positive youth development approaches. We examine changes in decision-making skills before and after involvement in the Teen Interactive Theater Education (TITE) program and retrospective self-assessment of change in knowledge, abilities, and beliefs as a result of participating in TITE (n = 127). Youth that reported increases in knowledge, abilities, and beliefs due to the intervention (n = 89) were more likely to think about the consequences of their decisions and list options before making a decision compared to their counterparts that reported less overall learning (n = 38). Implications for intervention research and stakeholders are discussed.

Práticas de paisagismo em espaços de convivência social em comunidades rurais e em centro de educação ambiental

A educação socioambiental aliada às técnicas de paisagismo tem sido utilizada para melhorar a estética de ambientes proporcionando inúmeros benefícios à sociedade, contribuindo, assim, para a melhoria da qualidade de vida dos usuários destes espaços. As técnicas de ajardinamento utilizadas para a remodelação ou revitalização da paisagem são fundamentais para tornar o ambiente prazeroso e propício ao convívio social. Desse modo, o presente trabalho objetivou por meio da realização de oficinas de paisagismo e jardinagem, transmitir e desenvolver assuntos sobre esta temática, com o intuito de ajardinar espaços de convivência social, nas comunidades rurais do município de Agudo, RS e no CEASM - Centro de Educação Ambiental de Santa Maria, RS. As oficinas ocorreram em dois momentos durante o dia, manhã e tarde, o período da manhã foi destinado à parte teórica sobre o tema paisagismo e jardinagem. Observou-se nas comunidades rurais que o grupo de mulheres que as mantém preocupam-se na manutenção dos espaços de convívio social e na preservação do meio ambiente e das suas culturas. Já no CEASM observou-se a preocupação dos professores em disseminar os conhecimentos relativos à ornamentação dos espaços escolares, com a finalidade de propiciar aos usuários destes espaços um ambiente prazeroso e socioeducativo.

Managing Student Behavior in an Elementary School Music Classroom: A Study of Class-Wide Function-Related Intervention Teams

Classroom management is a common concern for teachers. Music teachers in particular experience unique behavior challenges because of large class sizes, uncommon pacing requirements, and performance-based outcomes. Positive behavior support is an evidence-based framework for preventing or eliminating challenging behaviors by teaching and reinforcing appropriate social skills. Class-Wide Function-Related Intervention Teams (CW-FIT), a specific positive behavior support intervention involving social skills instruction, positive reinforcement, and group contingencies, has proven effective in elementary schools but has not been evaluated specifically in music classrooms. The present study sought to investigate the effectiveness of CW-FIT in increasing on-task behavior and teacher praise-to-reprimand ratios in a sixth-grade music classroom. A single-subject reversal (ABAB) design was used. Results indicated that student on-task behavior increased when CW-FIT was implemented. Teacher praise-to-reprimand ratios also improved. Results suggest the teacher and the students found CW-FIT valuable and enjoyable. Study limitations and implications are addressed.

Classroom Management through the Eyes of Elementary Teachers in Turkey: A Phenomenological Study

Since classrooms are complex social and cultural settings with multiple events occurring simultaneously (Poole & Evertson, 2013), classroom management is considered to be key to effective teaching. That is, teaching is a complex endeavor which requires teachers not only be effective in delivering the instruction but also maintaining the order (Rosas & West, 2009). Research has supported the importance of classroom management for effective teaching and studies demonstrate that more effective teachers generally have better organized classrooms and fewer behavior problems (Evertson, 1985, 1989). Effective classroom management has been characterized as the process of establishing, maintaining, and restoring the classroom environment in an effective way for teaching and learning (Brophy, 1986). It refers to all actions taken by the teacher to create an effective classroom atmosphere where students could be highly engaged in lessons (Doyle, 1986; Romi, Lewis, & Roache, 2013). This is, in return, expected to strongly influence the academic achievement of learners (Marzano & Marzano, 2003; Wang, Heartel, & Walberg, 1993) because it is widely documented that the actual time students spend on meaningful tasks is fundamental to their learning gains (Kunter, Baumert, & Koller, 2007). However, classroom management has been ranked as one of the major problems that teachers face (Rosas & West, 2009; Wubbels, 2011) because in regular classrooms, the available time is spent not only on learning activities, but also on non-curricular activities, organizational issues, or disciplinary problems (Kunter et al., 2007). As poor classroom management interferes with teaching and learning practices, it eventually becomes a major cause for teacher stress (Friedman, 2006), teacher burnout and job dissatisfaction (Garrahy, Cothran, & Kulinna, 2005; Ingersoll, 2001) and results in teachers transferring to other schools or leaving the profession (Ingersoll & Smith, 2003; Rosas & West, 2009). It is also not surprising that classroom management is especially a high priority concern for beginning teachers (Doyle, 1975; Wubbels, 2011) given the strong possibility that failure to master the essential management skills causes discourage and disappointing experiences with students in class (Doyle, 1975).Especially in today's world, the variety of stimuli in learning environments, the reality of social change leading to a diversity in the interests and needs of learners, and the heterogeneity in the background of the students, such as ethnicity, gender, ability, health, nationality, geographic region, social class, and age (Cushner, McClelland, & Safford, 2009; Gay & Howard, 2000) exacerbate the fact that classroom management has been a more serious concern for teachers than it has ever been before (Emmer & Stough, 2001; Milner & Tenore, 2010). Considering the fact that goals of education on the part of students have changed dramatically in the current era (Evertson & Neal, 2006) and cognitive theories have been more influential on education, educational settings have stronger orientations towards student-centered learning environments over the past years. As a result, teachers are required to address the needs of their students who demonstrate an increasing demographic variety. Therefore, to maximize students' development by matching the school culture with student characteristics, teachers are expected to practice culturally responsive pedagogy. According to Ladson-Billings (1992), culturally responsive pedagogy is a term which is used to describe the kind of teaching in which student culture is used as the foundation for enabling students to understand themselves and others. This mainly implies that teachers should acknowledge the contexts, be responsive to the needs and interests of students, be responsible for the academic progress of all students, and integrate the elements of students' culture in their teaching. …

Teacher Quality of Life: Perspectives about Their Welfare

Quality of life is the conception that the subject has on their situation in life, cultural context and its value system, establishing a relationship with objectives, goals, expectations, standards and concerns. Results from discussions among the authors, from the Hunger Completion of course work, which aimed to (re)learn the conception that teachers have on their own quality of life, also trying to establish the relationship between quality of life, well-being, malaise with the Theory of Baltes (Selection, Optimization and Compensation—SOC Model) in educational spaces and learning through analysis of responses of the SOC Questionnaire from seven public and private teachers, about their quality of life. To analyze the results, it was used as reference discursive textual analysis. The main results were the concern of teachers with the choice and organization of their life goals and the relationship that they made between quality of life with satisfaction, professional and personal.

What STEM Teachers Need to Know and Do for English Language Learners (ELLs): Using Literacy to Learn

A growing concern for STEM teachers is the responsibility of having students who do not speak English proficiently in their content area classrooms. This paper gives a background of how STEM literacy and English language learner (ELL) literacy can be used productively together as well as strategies for STEM teachers to help all students learn. Strategies for ELL literacy are good strategies for all students. We discuss specific strategies that STEM teachers can use that benefit all students in developing academic language and conceptual understanding in STEM content using a hands-on STEM experiment, “Why do I need to wear a bicycle helmet?” that incorporates Newton’s first, second, and third laws of motion.

Effectiveness of a Play Therapy Intervention on Children's Externalizing and Off-Task Behaviors

Children's externalizing and off-task behaviors are deemed a major concern for elementary teachers and interfere with the classroom learning environment (Abidin & Robinson, 2002; Shillingford-Butler & Theodore, 2013). Children with these behaviors are at risk of falling behind academically and experiencing ongoing behavioral problems throughout their development. This single-case research design investigates the effectiveness of Adlerian play therapy on the behaviors of two elementary-aged children who have externalizing and off-task classroom behaviors. Results for this intervention suggest Adlerian play therapy may show promise as an effective intervention for school counselors and school-based counselors.

A Suggested Model for Developing and Assessing Competence of Prospective Teachers in Faculties of Education

Background: Competence assessment of teachers has long been a concern for teachers in the Faculties of Education.The decision makers have been looking for a model to assess the competence of prospective students. Tools andassessment models are used to gauge the competency of teachers in all disciplines.Objective: The present study aimed at providing a model to assess the competencies necessary for teachers in theFaculties of Education.Methods: Relevant literature on the topic would be reviewed and professors, supervisors, and teachers in the generaleducation schools would be consulted.Results: In light of the reviews and the jury members' responses, the researchers concluded that good teachercompetencies center on three main elements: Academic, Professional and Personal. The three dimensions are dividedinto a number of standards and under each standard there are a number of indicators; all organized in a model.Conclusion: It is aspired that the model items will serve as a guide in the training and evaluation of prospective andin-service teachers.

La evaluación en las materias Gráfico Visual de la Universidad de Santiago de Compostela

La evaluación es una actividad compleja que forma parte del proceso educativo y siempre ha constituido una preocupación central del docente. Aunque a veces es percibida como el componente más incómodo del proceso de enseñanza-aprendizaje, resulta esencial contar con un sistema de evaluación que legitime y promueva la calidad Esta no constituye una labor que se realiza al margen del proceso de enseñanza-aprendizaje, siendo una actividad integrada la acción docente. Consideramos que la evaluación es uno de los elementos clave del proceso formativo en cualquier nivel educativo, sus finalidades son amplias y no se remiten solamente a calificar, clasificar o aprobar estudiantes o que este sea capaz simplemente de reproducir la información asimilada. Dada su importancia, las formas de evaluación y sus estrategias asociadas han de ser variadas, además de constituir una fuente de información lo suficientemente amplia como para calificar a los estudiantes, puesto que no sería responsable pretender evaluar las tres dimensiones del aprendizaje empleando solo las formas correspondientes a una de estas dimensiones. Sin embargo, Andreu y Labrador afirman que la evaluación sigue mayoritariamente asociada con el examen, poco a poco ha ido surgiendo una nueva forma de entender la formación universitaria, reconceptualizándose el proceso de enseñanza-aprendizaje, que incluye también un cambio en el enfoque de la evaluación. Así pues, dada la importancia que posee la evaluación se ha realizado una investigación a través del análisis de las guías docentes de todas las titulaciones técnicas de la Universidad de Santiago que contienen entre sus materias alguna relacionada con la Enseñanza Gráfico Visual para averiguar cuáles son las estrategias evaluadoras que se emplean. Los resultados, que indican que de las 12 asignaturas de Expresión Gráfico Visual presentes en la USC, sólo en 2 (16,6% de la muestra) se detalla el modo de realizar la evaluación, siendo en ambos casos e examen el responsable del 60 o 65% de la nota final. Es resto de la calificación se realiza a través de los trabajos. Cabe destacar que a pesar de no estar detallada su ponderación, en el 75% de los casos se utiliza el examen como parte de la evaluación, y el 66,66% las prácticas.

Vinculación del liderazgo estudiantil con la comunidad en la Unidad Educativa “Riobamba” del cantón Manta

It was conducted a field research in order to analyze the influence of the student leadership in linking with the community in the Educational Unit Riobamba, city of Manta. There were applied the deductive-inductive, analytical-synthetic, hypothetical-deductive and the descriptive methods; supported by the survey and interview techniques. The results show lack of concern of teachers for the leadership development of students, due to ignorance of the issue; the persistence of traditional mindsets that limit an adequate institutional management; a non-ideal family environment characterized by mistrust, domestic violence; lack of attention to the educational process, among other factors, requiring to develop strategies that allow to solve the problem.

Writing Teacher Views on Teacher Feedback: A Shift from Grammar Corrector to Motivator

This study aims to examine how Korean writing teacher views on teacher feedback change during the course of a graduate class focused on the role of feedback in second language writing classrooms. Although the content of teacher feedback, such as focus and form as well as feedback’s effects on students, has been extensively studied (Conrad & Goldstein, 1999; Ferris, 1997, 2001), the act of giving feedback from the teacher’s perspective has not been investigated. This study traces the changes in eight writing teachers’ reflections on the role of feedback as well as their actual feedback practices over one semester. The data include 1) participants’ written reflections during the semester, 2) samples of their written feedback collected at the beginning and end of the semester, and 3) their personal histories regarding feedback. Data analysis reveals that teacher feedback changed from focusing on the written text to focusing on the student writer. This finding was confirmed in the written feedback, as the end-of-semester feedback showed a greater emphasis on teacher concern for the writer. It demonstrated through use of hedges, compliments and honorifics (i.e., expressions of esteem and respect when addressing a person). Suggestions for writing teacher training and future research are provided.

Teaching English in a Multilingual Setting

After the ethnic conflict in Macedonia, great importance was given to bring back the values of teaching and learning in multicultural and multilingual settings. The South East European University (SEEU) is the only regional university that offers equal opportunities for both Albanian and Macedonian nationalities to study in their mother tongue or choose English as a medium of instruction. The students enrolled at the SEEU come from different ethnic backgrounds. The Language Center, which operates within this university, offers English courses to all students from all SEEU faculties, starting from general English skills up to academic and ESP. Having this mixture of teachers and students, the teaching and learning of English in this environment is rather challenging for both sides. The most challenging issue in teaching a foreign language (in our case English) is the concern of teachers on whether to use the learner's first language or not. This paper focuses on the question of whether there is a use of the L1 in ELF teaching at SEEU, Language Center English classes. If, yes, to what extent and in what occasion is it used? The paper examines and elaborates the methodological strategies that English teachers employ in order to accommodate and facilitate the needs of the students who have been raised and educated in a multilingual setting. The data collected for this paper were analyzed using quantitative and qualitative methods. In conclusion, the findings emerging from this study suggest that balanced and careful use of L1 in the English classes seem not to affect the students’ exposure to the target language.

Personalising learning: Exploring student and teacher perceptions about flexible learning and assessment in a flipped university course

Flexible teaching and learning and the ‘flipped classroom’ are current buzzwords in higher education in Australia and elsewhere in the world. They are reflections of the progressive change in higher education over the last few decades towards more student-and learning centred pedagogies and practices, which are made possible through new technologies and more delivery of online and blended (combination of face-to-face and online components) courses. The increasing personalising and flexibility of learning in higher education requires equal attention spent to assessment practices to ensure a cohesive learning experience. This paper provides the findings and conclusions of a study about a flipped classroom, which also included flexible assessment components. The study showed that students enjoy and are more engaged in a flipped classroom, prefer a blended learning to a fully online learning approach, want and require clear structure and guidelines, and strongly value flexible assessment through more choices and control. The main concern of higher education teachers is the time commitment and lack of institutional support for flipping classrooms and providing flexible assessment. It is argued that personalising learning requires more personalising of assessment, and that it is mainly the responsibility of teachers and institutions to develop ‘flexible students’.