Orientation Of Teachers Research Articles

Teacher Beliefs About Sustainable Agriculture: A Self-made Measurement Scale

The study’s purpose was to analyze the validity of the construct of a self-made Alternative-Conventional Agricultural Paradigm scale using the teacher population teaching high school agriculture in the North Central Region of the USA. A random sample of 844 teachers was drawn. Teachers were self-administered questionnaires with 5-point Likert-type scales. Instrument inter-item consistency and item coherence were determined. The relatively high coefficient alpha (.82), mean item total correlation (.40), and unrotated first factors with modest number of items loading on the factor means that the scale has mainly one underlying construct. The teacher population holds consistent views and attitudes about SA constituting an agricultural paradigm. The instrument items are coherent as components of a whole and are related. However, the teacher population did not hold stronger paradigmatic views on the scale as can be expected because of their relatively low mean score item-total correlation and coefficient alpha for the instrument compared to what was found for the scale in the Beus and Dunlap (1991) study. This should be expected because agriculture teachers are not strong adherents of the two agricultural paradigms who can be expected to make extreme and polar scores on the scale. The instrument can therefore be used to preliminarily gauge the paradigmatic orientation of agriculture teachers in the region. Further research with the instrument with known groups supporting the two paradigms is necessary to establish its validity.

Effectiveness of Arts Integrated Learning (AIL) in Developing Conceptual Understanding in Geography at Elementary Level

Arts Integrated Learning (AIL) is an innovative and cross-curricular approach to teaching and learning, which integrates different arts form with school subjects. It is relevant to study the effectiveness of AIL in developing conceptual understanding in geography and to compare the effectiveness of AIL in developing conceptual understanding among boys and girls and high achievers and low achievers at elementary level. The pre-test–post-test quasi-experimental design was carried out by the researcher with AIL as the independent variable and conceptual understanding as the dependent variable. In this study, sex and level of achievement were used as categorical variable. The researcher has selected 68 students of two sections of seventh grade from Derozio Mission High School, North 24 Parganas, West Bengal, India as a sample. The sample of the present study was selected by purposive sampling technique but groups were assigned randomly. Self developed lesson plans based on AIL in geography for class VII were used as instructional tool and self developed achievement test on geography as measuring toos in the present study. The experiment was carried out for 15 days in the selected school. The collected data were analysed by using inferential statistics such as t-test and accordingly interpretations were made. The study indicated that using AIL in classroom teaching significantly develops the conceptual understanding of students in geography as compared to the traditional method of teaching geography and the AIL was equally effective for both boys and girls. It also reveals that AIL was significantly effective in developing conceptual understanding for high achievers than low achievers. The study has suggested for orientation of elementary school teachers in AIL for making them skilled in AIL for teaching all school subjects. Further, AIL must find a place in the pre-service teacher education curriculum and must be integrated in pedagogy courses and practised during internship in teaching.

Exploring the Educational Orientation and Practice of Teachers Participating in Waldorf Education

Exploring the Educational Orientation and Practice of Teachers Participating in Waldorf Education

What Science and STEM Teachers Can Learn from COVID-19: Harnessing Data Science and Computer Science through the Convergence of Multiple STEM Subjects

ABSTRACT The COVID-19 pandemic is a historic global event that has extended to all parts of society and shaken the core of what we know and how we live. During this pandemic, the work of STEM professionals has taken center stage. Through our close observations of how the events of the pandemic have been unfolding across the globe, we propose an instructional framework that emerged out of the real-time responses of STEM professionals to explain the pandemic and find solutions. This framework centers on data science, computer science, and multidisciplinary convergence as tools for engaging K-12 students in complex societal problems like the pandemic. In this theoretical position statement, we propose our framework that is grounded in three areas: (a) data science and computer science, (b) multidisciplinary convergence, and (c) orientation and support for science teachers specifically and STEM teachers broadly to prepare them for fundamentally different roles. Using data and computer models, students find phenomena and problems compelling, appreciate the power and potential of STEM subjects, and explain phenomena and design solutions to real-world problems. Then, through multidisciplinary convergence, individuals and societies integrate STEM disciplinary knowledge and practices to make informed decisions and take responsible actions. As STEM teachers engage students in explaining phenomena and solving complex societal problems with data science and computer science through the convergence of multiple STEM subjects, teachers take on roles that are fundamentally different from the roles they have traditionally played.

Toward an inclination to advocate: a discursive study of teachers’ stance toward linguistically-responsive pedagogy in online language teacher education

An inclination to advocate is an important orientation for teachers working with emergent bilingual learners; emphasized in both frameworks for teacher education and in teacher education standards. Nevertheless, scholars have only begun to investigate how advocacy is constructed and enacted within online language teacher education coursework designed to promote linguistically responsive pedagogy. This study investigates teacher candidates’ orientations to advocacy by examining asynchronous online discussions to understand how candidates’ personal stances were interactionally constructed. Analysis drew upon critical discursive psychology for its focus on talk/writing as action-oriented and for its emphasis on the ways that constructs traditionally interpreted as cognitive, such as one’s personal beliefs or stance, are made accessible through examining language-in-interaction. Findings demonstrate how candidates oriented to advocacy work as both programmatic and political, while employing specific discursive and conversational features to construct their personal stance within each pattern. This study advances understanding of teacher candidates’ ‘inclination to advocate’ as an essential orientation of linguistically responsive pedagogy and has implications for the planning and design of online language teacher education coursework.

Career anchors as predictors for organizational commitment of university teachers

The paper presents a pilot study for two phenomena, organizational commitment and career an- chors of university foreign language teachers. Career values were seen as predictors of organizational commitment. Internationalization and multilingualism of higher education entail the demand for foreign language teachers, who often teach, particularly, English in several workplaces. Knowing multi-dimen- sional connections between those phenomena makes it possible to influence organizational commit- ment through career orientations of teachers. Identifying and building organizational commitment is an issue of the university organizational culture and academic policy. The study objects are 66 university teachers for foreign languages from Almaty universities. The components of organizational loyalty and career orientations are the research subject matter. The study aimed at the organizational loyalty of university teachers and their career orientations as predictors. The research question focused on a relationship between organizational loyalty and career orientations of teachers. Conclusions reflect the results of the study. Key words: organizational commitment, loyalty, career anchors, university teacher.

Development of Creative Potential of Future Teachers

The article reveals the interaction of personal orientation of training future teachers and the quality of their pedagogical education, the level of readiness for creative professional activity. The creative potential of the student is considered as an indicator of personal orientation of preparation for professional activity, and its development by means of educational process as strategy of maintenance of quality of the higher pedagogical education. The creative potential of future teachers combines in the structure of motivational, operational, personal and evaluative components, the degree of formation of which depends on the quality of pedagogical education and the degree of their readiness for creative professional activity. The effectiveness of the structural-functional model of the system of development of creative potential of future teachers in compliance with the set of pedagogical conditions has been experimentally confirmed.

La experiencia de orientación docente en la práctica profesional de trabajo social

Este artículo es resultado de la sistematización de la experiencia con orientación docente en el marco de la práctica profesional de trabajadores sociales. El proceso de sistematización contiene tres fases: reconstrucción de la experiencia, interpretación y potenciación de la práctica pedagógica, realizada desde el enfoque crítico-social a partir de los resultados del proceso desarrollado con tres experiencias durante un año. De los resultados se destaca el interés de los estudiantes por materializar el proyecto ético y político ideado para la profesión, y las tensiones presentes entre las fuerzas que integran el campo (agentes e instituciones). Además, los estudiantes tienden a regresar al positivismo y con el transcurrir de la práctica se adaptan a la lógica del proyecto educativo mercantilizado, lugar en el que el docente ha contribuido a adoctrinar para el mercado laboral. El mayor reto de la orientación docente se centra en promover al interior de la unidad académica la discusión en torno a las competencias y al sistema de evaluación creado para las prácticas académicas, así como en mantener el análisis constante del contexto sociopolítico contemporáneo a fin de promover el desarrollo de capacidades críticas y reflexivas.

Absence of Praxis, Absence of Progressivism: The Need for Pedagogical Praxis for Progressivist Educators

This paper discusses the common philosophical orientation of both in-service and pre-service teachers in mainstream Canadian public schooling to progressivism. Although the meaning of progressivist theory in education varies, this paper explores a definition that encompasses the desire to teach self-governance and to prepare students for participating in a democratic and pluralistic society. Through a philosophical discussion, a deep reading of the literature and autoethnographic storytelling, this paper explores the ways in which in-service and pre-service teachers commonly define progressivist practice. They do this by juxtaposing progressivism to traditionalism without questioning theory-practice connections and disconnections through reflection and action. This leads to what I call bad praxis and a subversion of the aims of progressivist education because teachers are immersed in narratives that tell them to be politically neutral, that they are incapable of theorizing or philosophizing, and that critical discourse should be comfortable; good praxis gives the impression of being radical. However, progressivist connections to democracy are political; teachers can do more than tactfully cope in the classroom, and critical thinking is not only based in reason but also emotion. In my presentation, I make comparisons to Foucault’s (2008) concept of good and bad parrēsia, and much like the connection he makes between parrēsia and democracy, I argue that the ambiguity of praxis and the deterioration of praxis within progressivist teaching, leads to bad praxis and a failure to walk our progressivist talk. How can in-service and pre-service teachers develop good praxis skills and how might this shift support progressivist goals?

Innovative orientation of the university lecturer activity

The article deals with significant changes in the educational process of a modern university, focuses on the change in motivation and value orientations of teachers of an innovative university in connection with globalization. Attention is drawn to the characteristics of modern education as a new social industry, due to the digital economy and the new generation of students. The article notes that digital learning (such a concept was introduced in the thesaurus of professional pedagogy) sets new lines in pedagogical activity, meeting resistance of some teachers who are not ready to use electronic tools and perform new professional functions, for example, monitoring learning outcomes. An increase in the teaching load causes teachers to distrust the reforms carried out in education, and sometimes professional deformation.It is proved that the quality of education is determined not only by digital technologies, but also by the quality of educational conditions, professional and pedagogical competence of the teacher. At the same time, methodological support of experienced teachers is required to adapt to innovations and beginners in order to compensate for the lack of knowledge, skills and abilities when performing innovative tasks. The article provides a link to the experience of organizing advanced training for teachers at Samara University, the essence of which is that the results of research on relevant pedagogical problems by its teachers become the basis for determining the content of programs in the system of further education.

Attitude Orientation and Specific Needs of Secondary Vocational School Teachers Working with Pupils from Disadvantaged Backgrounds

Attitude Orientation and Specific Needs of Secondary Vocational School Teachers Working with Pupils from Disadvantaged Backgrounds

The Role of Life Orientation Teachers in Promoting Career Guidance and Counselling for Secondary School Learners

The Role of Life Orientation Teachers in Promoting Career Guidance and Counselling for Secondary School Learners

Research on the Status Quo and Countermeasures of Pre-school Education and College Graduates' Adaptation to Employment-- Taking Graduates from Hulunbuir in Recent Three Years as the Object

In today's society, under the environment of continuous innovation of education in the world, preschool education and orientation of new teachers have received unprecedented attention. This article investigates the factors of professional adaptation, environmental adaptation, and psychological adaptation of undergraduate and pre-school graduates in the Hulunbuir area in the past three years, and combines the experience and results of relevant academic theories at home and abroad to explore how to effectively promote the adaptation of new teachers on the job.

Reorientation of Javanese Beginning Reading Learning Models on the Grade 1 Student of Elementary School

Reading has an important role in life. In Indonesia, beginning reading is introduced from the first grade in elementary schools, including learning of Javanese. Unfortunately, many Javanese children are increasingly strange to the language. Therefore, the learning model chosen must be appropriate. Based on the results of research on schools in the ex-residency area of Surakarta, the most widely use of learning models is spelling with very limited textbooks. The teacher's orientation is only to make students read regardless of whether students' interest in reading grows or not. This is unfortunate because of the important role of motivation to learning outcomes. Therefore, it is very necessary for teachers to pay attention to other factors such as children's learning motivation, appropriate children's reading materials, and other factors so that orientation of Javanese beginning reading not only produces children who can read but also like to read.

The role of life orientation teachers in preparing Further Education and Training phase learners for post school education in the KwaZulu-Natal Province, South Africa

The role of life orientation teachers in preparing Further Education and Training phase learners for post school education in the KwaZulu-Natal Province, South Africa

ФОРМУВАННЯ ПРАЦЕОХОРОННОЇ СПРЯМОВАНОСТІ У МАЙБУТНІХ УЧИТЕЛІВ ПОЧАТКОВИХ КЛАСІВ ШЛЯХОМ ПРОФЕСІЙНОЇ ЗОРІЄНТОВАНОСТІ ЗМІСТУ НАВЧАННЯ З «ОХОРОНИ ПРАЦІ В ГАЛУЗІ»

Анотація. У статті актуалізується проблема втрати здоров’я учнів та вчителів у шкільному загальноосвітньому середовищі. Зазначається, що така ситуація зумовлена сукупною дією різних освітніх та суспільних чинників, однак однією з основоположних причин є недостатня працеохоронна спрямованість майбутніх учителів початкових класів як сукупність цінностей та мотивів, що визначають алгоритми поведінки щодо збереження життя, здоров’я та працездатності суб’єктів навчально-виховного процесу. Звертається увага на те, що вагомою проблемою у контексті формування працеохоронної спрямованості майбутніх учителів початкових класів є недостатня професійна зорієнтованість змісту навчання з «Охорони праці в галузі».
 Визначається професійно-зорієнтований зміст навчання з «Охорони праці в галузі» на основі врахування законодавчих та нормативних документів, що регламентують збереження життя, здоров’я та працездатності суб’єктів навчально-виховного процесу, негативних виробничих чинників загальнооствітнього шкільного середовища, можливих векторів майбутньої професійної діяльності, наявних наукових та методичних розробок щодо збереження життя, здоров’я та працездатності суб’єктів навчально-виховного процесу.
 Стверджується про позитивний вплив професійно-зорієнтованого змісту навчання із «Охорони праці в галузі» на працеохоронну спрямованість майбутніх учителів початкових класів.

Teachers and politics

I find that self-selection into teacher training programs in Germany is co-determined with ideology. Incoming teacher-trainees are more left-wing in ideology and political preferences than the average incoming university student. I find also that teacher training programs exert a socialization effect: as compared to the average student, teacher trainees’ views are reinforced and they become more left-wing as they progress in their studies. In a third step, I use the German Socio-Economic Panel to compare tenured teachers’ political attitudes with other university graduates and other civil servants, and find that tenured teachers are more left-wing than the average in the respective reference groups. I consider possible explanations for the left-wing orientation of teachers in the German educational system and implications of indoctrination and imbalance of views.

UNITY OF THEORY AND PRACTICE IN THE PROMOTION OF PRESCHOOL CHILD'S MUSICALITY IN THE TEACHER'S AND CHILD'S COLLABORATION

This scientific article involves holism, anthropological and action methodological approaches. The article includes theoretical substantiations based on J.Greata's (2006) concepts of the musical activity impact on the child holistic entirety development, B.Vikmane (1995) and L.Mackevicha's (1999), Latvian preschool music scientists, conceptions about music content and A.Liduma's (2004-2016) researches in the child musicality (emotional responsiveness, musical hearing, sense of rhythm, musical memory and musical thinking, voice vocal range and singing skill) development promotion possibilities through the teacher and the child collaboration in the preschool music sessions. The empiric research analyzes the integrity of theory and practice in the music teacher pedagogical action at the integrative music session at preschool with 3-6-year-old children in x primary school at the preschool interest education. Conclusions are drawn that the child's positive attitude to his/her musicality development is promoted due to the scientifically substantiated music content accordant to the children needs, the teacher's orientation and skill to create in equality based collaboration with children.

Drug Abuse Amongst Adolescent Learners in Townships

The study explored the experiences of adolescent learners regarding drug abuse in previously disadvantaged townships in South Africa. A phenomenological research paradigm was employed, and an inductive research approach was implemented. The study followed a qualitative research design focusing on interviews and document analysis as data collection methods. Purposive sampling was done and one-on-one interviews with Life Orientation (LO) teachers in two Gauteng secondary schools were conducted as well as three Non-Governmental Organisations (NGO’s) and Non-Profit Organisations (NPO’s) from different organisations. Focus group interviews were conducted with adolescent learners in two Gauteng secondary schools. I further utilised an inductive content analysis using open coding and axial coding to decipher information gathered from interviews conducted with participants.The study leaned on two theoretical frameworks which include Bronfenbrenner’s Nested System and Erikson’s Eight Stages of Psychosocial Development. The findings indicated that adolescent learners get involved in the use of drugs due to their lack of identity formation and the need to belong. It was also discovered that adolescent learners did not master the adolescence stage successfully, hence getting involved in the use of drugs.

Co-research in Vietnam for the anthropology classroom

In the university system today, co-research may be a decolonising strategy. We evaluate teaching a ‘Modernization and Social Change’ course in Vietnam as an experiment in co-research anthropology training. If for visitors, the idea of ‘Vietnam’ is nurtured by Hollywood action cinema, 1960s–1970s protest movements and documentary television, a process of collective research can rearrange orientations for students and teachers. The essay describes the making of a ‘model’ film as a teaching tool for international faculty, and as an evaluation of general teaching practice. A co-research approach to the classroom, assuming the students as researchers, engaging their own collaborative interests together, invites further discussion on teaching mapping as model for ethics-oriented co-research anthropology training; on teaching Capital in Vietnam using maps and counter-mapping as collaborative practice; and on using participatory methods for foreign faculty in a politically charged field.