Different Types Of Teachers Research Articles

Occupational health disorders among physical education teachers compared to classroom and subject specialist teachers.

During the course of their work, teachers may be subjected to conditions that cause different health problems. This study examines occupational health disorders in a representative sample of 858 teachers (528 female; age 44.0 ± 9.67 years) divided into three groups of teachers with specific occupational requirements: specialist physical education teachers (specialist PETs), classroom teachers, and specialist teachers. The number of health disorders in the last 12 months was recorded using the Chronic Health Disorders Questionnaire. The differences between the different types of teachers, controlled for sex and age, were analyzed using binary logistic regression. The results showed that 89% of teachers experienced colds as the most frequently reported health problem, followed by 58% for lower back problems, 57% for headaches, 51% for hoarseness, and 43% for neck problems. A binary logistic regression showed that specialist PETs were the group with the highest health risk. They were about twice as likely to have musculoskeletal or hearing disorders than the other two groups of teachers. They were also significantly more likely to suffer from hoarseness. Understanding these different health challenges is critical to developing targeted interventions and robust support systems. These interventions should include initiatives aimed at raising awareness of health risk factors, implementing injury interventions and vocal cord hygiene programs, making ergonomic adjustments, and promoting awareness of self-care (both mental and physical). Given that the teaching profession is currently struggling with an aging workforce and a shortage of teachers, addressing these challenges is critical to the continued well-being of the teaching professionals.

Using FastTest PlugIn for the design of remote and hybrid learning environments to improve the engineering skills of university students

AbstractResearch on improving engineering skills in students advocates for high‐quality teaching practices as well as the implementation of digitally enhanced management systems, such as e‐Learning. Furthermore, COVID‐19 led to several changes in education, such as switching drastically from face to face to emergency remote and later hybrid teaching. This study has focused on the proposal, the application and the evaluation of a new e‐Learning teaching method. FastTest PlugIn has been used for the creation of large sets of questions, to develop parameterised and individualised exercises in Moodle. The method has been applied since COVID‐19, considering different types of teaching: completely remote, hybrid and face to face. It has been implemented in some courses of the bachelor's and master's degree in engineering at the University of Cadiz (Spain). The academic performance and students' feedback on the method have been obtained. During remote teaching, students presented lower scores than before the pandemic. However, as students became familiar with the method and at least face‐to‐face exams were carried out, the scores and students' perception of the difficulty of the courses improved. The main novelty of this method is the reliability of creating different exercises for a consistent level of difficulty; the ability to avoid dishonest actions of students; and the time saved by instructors, as exercises are automatically corrected. This study provides the advantages and benefits of digitally enhancing university teaching. Furthermore, it is the first to investigate the integration of FastTest PlugIn to enhance teaching quality and engineering skills.

직업계고 학점제 운영 담당자의 역량 및 교육요구도 분석

This study aimed to design the competencies of Teachers in Charge of the Vocational High School Credit System and to calculate their educational needs, utilizing The Locus for Focus Model for analysis. The research questions set for this study were as follows: First, what are the competencies of Teachers in Charge of the Vocational High School Credit System? Second, what is the educational need for each competency of these operators? Third, what are the priorities of these educational needs? The specific research results are as follows: Firstly, based on the literature review, a total of 31 competencies in 5 areas were identified for Teachers in Charge of the Vocational High School Credit System, which were finally reviewed through expert FGI. Notably, competencies in the curriculum organization and operation area, such as 'Ability to Organize School Curriculum Planning Meetings' and 'Ability to Organize Vocational High School Credit System Curriculum Operation Meetings', were emphasized as crucial. Secondly, across all areas, teachers' current performance levels were found to be lower than the importance of these competencies, with high educational needs identified. Particularly, the 'Introduction Environment Creation' and 'Curriculum Organization' areas showed the highest educational needs. Thirdly, based on the LF model, a total of 10 competencies were identified as top priority for Teachers in Charge of the Vocational High School Credit System, especially in the areas of 'Introduction Environment Creation', 'Curriculum Organization', and 'Career and Life Guidance'. Based on these findings, the recommendations are as follows: Firstly, stepwise training programs should be developed based on the identified competencies and priorities to enhance the capabilities of these teachers. Secondly, differentiated educational training programs should be designed and provided based on the prioritized competencies. Thirdly, detailed support from the Ministry of Education and local education offices is necessary for the successful establishment of the 2022 revised curriculum and the high school credit system. Fourthly, further research is needed on the competencies related to the credit system for vocational high school teachers, tailored to different types of teachers.

Investigating Chinese Tertiary EFL Teachers’ Beliefs and Practices in the Application of Learning Management Systems Using Q Methodology

The purpose of this study is to explore Chinese tertiary EFL teachers’ beliefs and practices as well as the relationships between them in the application of Learning Management Systems (LMS in short). By reviewing relevant literature, previous studies either carried out research on teachers’ beliefs and practices in the training of basic English learning skills or compared them between novice and experienced teachers. This study fills the gap of research on teachers’ beliefs and practices from the perspective of technology integration, specifically LMS application. By using the Q methodology, 38 EFL teachers teaching the same EFL course to undergraduate students at F University in mainland China were selected as research participants. After collecting research data through open-ended questionnaires and semi-structured interviews, four different types of teachers’ LMS beliefs and three different levels of teachers’ LMS practices were identified by employing Q Methodology software-PQMethod and a web application Ken-Q analysis. Through comparing each participant’s corresponding beliefs and practices, both consistent and inconsistent relationships are found. The research findings not only prove the definite connection between teachers’ LMS beliefs and practices but also reveal the discrepancies between what teachers believe and do while using LMS. In general, The research can not only offer a new methodological solution for further research on cognitive factors like teachers’ beliefs but also provide pedagogical implications to EFL teachers to promote their career development.

Small Group Discussion versus Traditional Lecture in Anatomy Teaching: A Cross-Sectional Study

Introduction: All educational institutions follow different types of teaching and learning methods to deliver knowledge to the students. The conventional teaching methodology is commonly used in many educational institutions. Small group discussion (SGD) aids in improving the basic skills required for every task i.e., communication skills. Enthusiastic participation help in creating a dynamic and lively environment for the progress of participants. Aim: To evaluate the effectiveness of Small group discussion (SGD) over traditional lectures and to assess the perception of students regarding SGD versus traditional lectures. Materials and Methods: A cross-sectional study was conducted with MBBS Phase-I medical students from November 2019 to April 2020 in Chirayu Medical College and Hospital, Bhopal, Madhya Pradesh. About 150 MBBS Phase-I medical students were divided into 2 groups, A and B, 75 students per group. Group-A (Roll Number 1 to 75) was taken for traditional lecture, and Group-B (Roll Number 76 to 150) were taken for SGD. Pre and post multiple choice assessment was performed. Perception of both Groups A and B about traditional Lecture and SGD was taken by pre-validated questionnaire based on Likert’s scale. Crossover of the groups was done with second topic. Student’s t-test was used to compare pre-test and post-test results and the p<0.05 was considered as statistically significant. Results: The mean in post-test scores of Group-B i.e., in SGD was 55.8±4.51 (p-value=0.022). As per 55 (88.7%) students, small group teaching session was less stressful. A total of 59 (95.15%) students agreed that SGD was interactive and 58 (93.54%) said they had their active participation and 61 (98.38%) students developed interest. A total of 58 (93.54%) students agreed that, it helped in retaining knowledge. As per 62 (99.9%) students, SGD was useful for improvement of communication skill among students, were of the opinion that they had a good level of discussion in SGD session. Conclusion: SGD involves active participation with good communication skills and develops good retention of knowledge. It has been introduced in the new curriculum to increase the efficiency of students.

Optimization of Teachers’ Teaching Behaviors in the Virtual Digital Graphic Design Teaching Environment

Different teaching and interaction methods applied by teachers in the virtual teaching environment will lead to certain differences in the characteristics of their teaching behaviors. An in-depth understanding of the teaching behavior characteristics of teachers in virtual digital graphic design teaching and the influencing factors to the teacher-student interaction effect can help different types of teachers cater to students’ extensive needs in learning digital graphic design skills. This paper studies the optimization of teachers’ teaching behaviors in the virtual teaching environment of digital graphic design. Firstly, the problems existing in the application of virtual reality technology in digital graphic design teaching were summarized, a structural model for the virtual teaching environment of digital graphic design was constructed, and the optimization of teachers’ teaching behaviors under the virtual teaching environment of digital graphic design was quantified based on the LDA model. An effect model for teachers’ teaching behaviors was constructed, and through analysis of the evaluation results of students on the virtual digital graphic design teaching effect of teachers, the effectiveness indicator of teachers’ teaching behavior decisions was obtained. The experimental results verified the effectiveness of the proposed model.

Retórica y Educación: una aproximación a la escuela romana

The training of proficient, educated and professional people was essential in Graeco-Roman antiquity. Rhetoric was used to deliver a speech correctly, make political decisions, defend a position, or accuse a certain person and to persuade a judge. These characteristics were developed in the school of rhetoric. This article describes the characteristics of education in Rome, its role within society, who received education and how, the changes it underwent during the course of history and, above all, the role of rhetoric in the schools of Ancient Rome. The objective of the work is to identify the influence of Roman education on Western culture and to reclaim the importance of rhetoric for contemporary education. It will consider three historical stages in which Roman education underwent changes. We will start with the description of the school day, the different types of teachers and the structure of education. Special emphasis is also placed on the role of rhetoric in education, the different declamatory exercises (controversies and suasories ), the role of rhetoric in creating participative citizens and finally, the reasons for the decline of rhetoric. Among the conclusions, we will verify how some of the teaching methods and educational models inherited from the Greeks and cultivated by the Romans, still retain some of their main characteristics in today’s society. For better and for worse, the virtues of education have been inherited, as have the problems, such as the matter of insufficient pay for teachers and limited access to higher education, difficulties which are yet to be resolved.

A Case Study of Discourse-Oriented Analysis of English Reading Comprehension Test in Senior High

Reading comprehension is an important way for foreign language learners to improve their language competence, while discourse analysis is an important factor that affects reading comprehension. Previous studies have mainly focused on reading teaching guided by discourse analysis theory, and discourse-oriented analysis of English reading comprehension test is rarely involved, which is of crucial importance in high school English learning. This study adopts one case study and collects data by classroom observation and interview to inquire three different types of teachers’ beliefs about analysis of English reading comprehension test, ways of discourse-oriented analysis of English reading comprehension test items and relevant effectiveness. It is found that the more discourse knowledge is applied in class, the higher the teaching efficiency would be achieved and students’ participation would be involved in. Therefore, in reading teaching class, teachers should guide students to read and analyze the passages deeply, figuring out the thematic meaning, basic contents, stylistic features, content organization structure, language style and main idea, etc. While analyzing reading comprehension test items, teachers can apply previous acquired discourse knowledge if needed. Discourse knowledge will help teachers guide students to analyze and find out proper thinking and useful skills to do reading comprehension questions. It will also be helpful for teachers to abandon the traditional way of analyzing reading comprehension test items and organizing teaching based on the nature of discourse.

Prevalence and Factors of Anxiety During the Coronavirus-2019 Pandemic Among Teachers in Saudi Arabia.

BackgroundTeachers play a central role in successful education. Due to the COVID-19 pandemic, regular in-person attendance in classes at all levels of education has been disrupted for more than 1 year in many countries. These lockdowns, which include the discontinuation of in person learning at schools and universities has presented a significant challenge for teachers to adapt to online teaching. Given this rapid format change, occupational anxiety levels among educators has increased.ObjectiveThe primary objective of this study was to assess the prevalence of anxiety among teachers in Saudi Arabia. A secondary objective was to explore characteristics of teachers associated with the level of anxiety level during the period of lockdown.MethodsAn anonymous, online cross-sectional study was carried for 3 months (February 2021 through April 2021). The questionnaire consisted of four sections and included the Generalized Anxiety Disorder instrument (GAD-7). Chi-square tests were completed for categorical comparisons while binary logistic regressions were used for associative relationship exploration. The IRB at King Saudi University Medical City, Saudi Arabia approved this study.ResultsA total of 742 respondents completed the survey yielding an anxiety prevalence of 58.2 % among teachers. Medium degree of statistically significant differences identified as marital status (p = 0.046). women had higher anxiety (65.3%) than men (34.7%) but gender with anxiety was low degree of statistical significance compared with non-anxiety status (p = 0.697). The odds of anxiety among middle teachers was twice (OR = 2.01) as high as the odds of anxiety among other levels of teacher (p = 0.01, 95% CI 0.94–4.26).ConclusionsThis study identified that many teachers experienced anxiety during the lockdown, especially women and middle school teachers. Future studies should identify contributing factors to estimate the magnitude of the exposure to anxiety between different types of teachers to help establish better preventive measures based on the workplace environment.

Depression among teachers: a Swedish register-based study

BackgroundSome studies have suggested that teachers are particularly at risk for mental health problems but the research in this area has not been conclusive. This study aims to compare the risk of being diagnosed with depression for different types of teachers in Sweden, both with each other and with the rest of the population, using register data.MethodsJust over 3 million individuals age 30-60 were included of which 256,166 were teachers. The exposure variable was the occupation held in 2005 and the outcome was any diagnosis of depression during the follow up period of 2006 to 2016. The data was analyzed using Cox proportional hazard regression.ResultsAround 5 % of women and 3 % of men developed depression during the follow up. For women, teachers had a decreased risk of developing depression compared to non-teachers, but this association was no longer present after adjusting for common covariates including education. For men, teachers had an increased risk of depression both before and after adjustment (HR 1.27 95% CI 1.22-1.32). When comparing different kinds of teachers to university teachers, several types of teachers including primary and special education teachers had an increased risk among men while primary and secondary teachers had a decreased risk among women.ConclusionThe increased risk of depression in male teachers is a result that requires further exploration in terms of occupational differences between male and female teachers.

An Analysis of EFL Students’ Uptake to Teacher’s Explicit and Implicit Feedback in an L2 Writing Class

The purpose of this study is to investigate how EFL students respond to teacher’s corrective feedback as an uptake in an L2 writing class. To fulfill this research purpose, the following research questions are constructed: 1) How do students respond to different types of teacher’s corrective feedback?, 2) What types of feedback are most frequently used by the teacher?, 3) How do students reflect on their uptake and teacher’s feedback? Data sources were from 15 English major students. A process-oriented writing task and in-depth interviews were conducted throughout one semester. The SPSS statistics was used for quantitative data analysis, and Miles and Huberman’s (1994) three-step analysis was used for qualitative data analysis. The findings of data analysis showed that 1) the most commonly used type of feedback was metalinguistic feedback (40.9%), 2) metalinguistic feedback was most likely to lead to student-generated repair among students’ uptake moves, 3) this writing activity had a positive impact on reducing students’ writing errors and enhancing their confidence in English writing. Lastly, instructional implications for the classroom and suggestions for further study were also discussed.

Creativity: The Effectiveness of Teacher-Student Conflict.

This study examines the effectiveness of different types of teacher–student conflict in promoting students’ creativity in universities. Previous studies mainly focused on the negative effects of conflict; few examined its positive effects. Teacher–student conflict in university classes can take many forms; however, there are no clear definitions of the various types of such conflict. This study classified teacher–student conflict as understanding conflict, process conflict, and relationship conflict, and we used this classification to extend prior research by revealing the beneficial impacts of teacher–student conflict on students’ creativity. We empirically examined the relationship between teacher–student conflict and students’ creativity. The hypotheses were supported by using data from questionnaires completed by 2009 students at 17 American universities. We then conducted a hierarchical regression analysis of the data using structural equation modeling. The findings indicate that understanding conflict and process conflict had significant positive effects on students’ creativity, whereas relationship conflict had a significant negative effect on students’ creativity. This study thus revealed the positive effect of teacher–student conflict in university classes and suggests encouraging conflict (understanding conflict and process conflict) as a unique teaching method to stimulate students’ creativity.

Application and Analysis of Education and Teaching Mode Based on 5G and Smart Technology

The development of information technology has brought tremendous changes to our country’s education. Based on the 5G + Internet, the article proposes a brand-new intelligent education model and proposes an ST analysis method, which mainly studies the teacher and students in the classroom. Class performance, based on Yebes network, proposed a learning decision method and application. The research results of the article show the following: (1) The article compares the monthly test scores of three variables under two different teaching modes. The results show that the performance of the online teaching mode is generally better than that of the traditional teaching mode, and the performance of the experimental class has increased more, with an average growth score of 4.83, indicating that there are significant differences in students’ learning and cognitive abilities under different teaching models. (2) The article compares the students’ knowledge mastery under two different teaching modes. The results show that under the traditional teaching mode, the students’ knowledge mastery is low, and the complete mastery rate is only 15%. In the network multimedia teaching mode, the students’ knowledge mastery rate has been greatly improved, the complete mastery rate is as high as 45%, and the students’ mastery of knowledge has been extremely improved, indicating that the network multimedia teaching mode can stimulate students’ learning interest more, improve learning efficiency. (3) Studying the differences in the source of curriculum resources of three different types of teachers, and the results show that the proportion of curriculum resources downloaded through the Internet is the largest; in the investigation of the impact of multimedia teaching on the classroom, the cooperation rate of students when multimedia teaching is not used, classroom practice accuracy and classroom completion rate are low, but after using multimedia teaching, students’ cooperation rate and classroom practice accuracy rate have been greatly improved, among which the accuracy rate of the experimental class is as high as 62.4%, and the students’ thinking ability is also good. Great improvement.

Application of Information Technology in Chinese Language and Literature Teaching

The basic purpose of information technology is to promote, improve and support the teaching process. Language teaching technology is one of the products of communication and information technology in human science. It has a unique theoretical framework and principles. This technology is multidimensional and cross cutting. It is formed through the research on the theoretical and practical principles and basis of useful language level, computer language and knowledge of using the best technology. This paper discusses the problems existing in information technology teaching and information teaching environment, and finds that different types of teachers have different teaching methods.

Evaluation of the perception towards different types of teaching among medical college students and staff during COVID-19 pandemic

Evaluation of the perception towards different types of teaching among medical college students and staff during COVID-19 pandemic

Do teachers\u2019 cultural beliefs matter for students\u2019 school adaptation? A multilevel analysis of students\u2019 academic achievement and psychological school adjustment

Based on two large-scale studies from Germany, we examined how different types of teachers’ cultural beliefs are related to immigrant students’ school adaptation. Specifically, we investigated the relationship of teachers' multicultural beliefs appreciating cultural diversity, their egalitarian beliefs focusing on all students' similarities and their assimilationist beliefs that immigrant students should conform to the mainstream context with immigrant students' academic achievement and psychological school adjustment as indicators of their school adaptation. We also explored all of these associations for non-immigrant students. Study 1 used data on the multicultural, egalitarian, and assimilationist beliefs of German language (NTeachers = 220) and mathematics (NTeachers = 245) teachers and on students’ achievement and feelings of helplessness in German language classes (NStudents = 2606) and mathematics classes (NStudents = 2851) as well as students’ school satisfaction. Study 2 analyzed data on teachers’ multicultural and egalitarian beliefs (NTeachers = 456) and students’ achievement and self-concept in mathematics (NStudents = 4722). Overall, multilevel analyses revealed no relationship between teachers’ cultural beliefs and any of the indicators of immigrant and non-immigrant students’ school adaptation. These findings challenge the notion that overall, teachers’ cultural beliefs effectively translate into students’ school adaptation.

Teaching and Learning Modalities in Higher Education During the Pandemic: Responses to Coronavirus Disease 2019 From Spain.

The effects of the pandemic have affected and continue to affect education methods every day. The education methods are not immune to the pandemic periods we are facing, so teachers must know how to adapt their methods in such a way that teaching, and its quality, is not negatively affected. This study provides an overview of different types of teaching methodology before, during, and after the coronavirus disease 2019 (COVID-19) pandemic. This study describes the different types of teaching (e.g., presence learning, blended learning, and distance education) used in two Spanish Universities (i.e., one private and one public) during the pandemic. A new teaching methodology is proposed. The purpose of this study report is to share what we learned about the response to COVID-19. Results provide a basis for reflection about the pros and cons of teaching and learning modalities in higher education. The current situation demands that we continue to rethink what is the best methodology for teaching so that the education of students is not affected in any way. This study is useful for learning about different teaching methods that exist and which ones may suit us best depending on the context, situation, and needs of our students.

The Effect of Teachers' Personalities on Student Character Development at the Secondary Level in Sindh

The study's goal is to learn about the effects of teachers' personalities on the character development of students at secondary schools in Karachi South. The research employs a quantitative approach, with a questionnaire serving as the primary research tool. A random sampling strategy is employed to obtain data from 120 secondary school teachers. Statistical packages for social sciences (SPSS) 20th version is used to analyze the collected data. To obtain results, descriptive statistics are used. The research is categorized into 3 key goals. The first and primary goal is to identify different types of teachers' personalities in government and private secondary schools in Karachi South. The next goal is to learn about the differences in personality between government and private secondary school teachers while developing character at the secondary level in Karachi South. The final goal is to comprehend the effects of instructors' personalities on students' character development at the secondary level in Karachi South. In government school teachers, conscientiousness had the greatest mean (M=4.21) and agreeableness had the lowest mean (M=3.21). Whereas among private secondary school teachers, openness to experience has the highest mean M=4.58 and neuroticism has the lowest mean, i.e. M= 3.77. This shift is due to differences in the teaching system in particular and the curriculum in general. The results of an impartial t-test indicate that there is a substantial difference in the personality of government and private school teachers in Karachi South. Last but not least, teachers' personalities have a significant impact on pupils' character development. The study's findings also demonstrated that teachers' personalities had a significant influence on pupils' personalities. According to the study, private secondary school teachers are more concerned with their own personality as well as the character development of their students than government teachers.

LEARNING KNOWLEDGE OF TEACHERS OF MATHEMATICS TO EXPLAIN THE DIFFERENCE BETWEEN THEORETICAL ADVICE AND SCHOOL PRACTICE WITH THE HELP OF LINKING ASSIGNMENTS

This research is based on the theory that mathematical connections are established by solving problems in different ways in the study and teaching of mathematics. Based on one-on-one interviews with 12 secondary school teachers in Mongolia and two group meetings, we showed that the difference between theoretical advice and school practice in a multitasking environment depends on the basic quality of the teachers’ knowledge. A complex relationship has been revealed between different types of teachers’ knowledge.

Four types of teachers’ voices on critical incidents in teaching

ABSTRACT This study approaches teachers’ identity development from a dialogical viewpoint, focusing on teachers’ voices in a training course context about critical incidents (CIs) in teaching. The training course entailed the analysis and reflection of 15 CIs in online teaching from 12 online university teachers. The study’s empirical element was 328 written utterances voiced from participants in the virtual campus throughout the course. An analytical framework based on different types of teachers’ positions in teaching and a deductive content analysis approach were used to identify different types of teachers’ voices about CIs in teaching. The results showed that four types of teachers’ voices dominated the teachers’ discourses in CIs: the voices about the classroom CIs management and the teaching and learning processes (voices on the educational practice) and the voices about the teacher’s roles and professional learning (voices on the teacher himself/herself).