Perceptions Of Teachers Research Articles

Exploring student and teacher perceptions of the ideal teacher in Russia

ABSTRACT To improve current teacher education and teacher evaluation practices it is important to collect and critically examine different perspectives on who the ideal teachers are. The present study explores and compares how the ideal teacher is conceptualised by students and their teachers. Data were collected from 53 high school students and 16 of their teachers in urban and rural schools in Russia using an exploratory mixed-method study. The results indicate that students saw teachers’ ability to recognise students’ individual differences but treat everyone equally as the two most important teacher qualities. Teachers, however, attributed the most value to professionalism and ability to follow ethical principles. In addition, rural teachers self-assessed their own teaching quality more favourably than urban teachers while both rural and urban students gave similar ratings to the quality of teaching provided by their teachers.

STEM teacher advocate identity in the United States

AbstractResearch indicates that possession of a robust teacher identity reduces attrition from the classroom and improves retention in the teaching profession, which is nuanced by intersectional angles of gender, race, profession, and one's own perceptions. Emerging research suggests that teacher engagement in advocacy activities is also a vital component of retention, particularly among teachers of Science, Technology, Engineering, and Mathematics (STEM) subjects. To better understand advocacy activities engaged in by U.S. in/formal STEM teachers, the present study surveyed 413 individuals querying how they perceive and engage in advocacy activities for STEM education. Data related to identity were parsed by intersectional facets of gender, race, sector of education (in/formal), and one's own perception as an advocate, which were compared using Mann–Whitney U analyses from Social Issues Advocacy Scales to determine beliefs of what constituted advocacy activities and what they engaged in as an advocate for STEM education. Among identity groupings, results suggest that respondents who identified as “always an active advocate” had the most (n = 13) significant differences regarding perceptions of and participation in advocacy activities regarding STEM education. The present research proposes that a teacher's perceptions of being an advocate is an important part of shaping their STEM teacher advocate identity.

EXAMINE THE VIEWPOINTS OF B.ED. TEACHERS REGARDING THEATER-BASED TEACHING (TBT)

Learning is ideally a natural process for students, focusing on active involvement and practical application. Emotional involvement plays a vital role in comprehending concepts deeply and retaining them over time. Theater, acknowledged worldwide for its effectiveness in fostering such engagement, has been extensively researched in this regard. This study investigates teachers' perspectives on Theater-Based Teaching (TBT), an educational approach that incorporates theatrical elements. The research seeks to reveal teachers' opinions, convictions, and encounters with TBT.Objective: The objective of this study is to examine the perceptions of Trainee teacher’s regarding Theater-Based Teaching (TBT).Method: This quantitative study endeavored to investigate the benefits associated with integrating Theater-Based Teaching (TBT) activities into the teaching-learning process. A questionnaire utilizing the Likert Five-point rating scale was developed and administered to 54 participating educators.Result: This study demonstrates that TBT activities contribute to the development of life skills, enrich learning experiences, and broaden knowledge children. The findings suggest that integrating TBT activities into education can support children's holistic development.

Strategies for Creating Inclusive Schools

This manuscript explores the critical need for creating inclusive educational environments amidst the shifting demographics of the U.S. student population. By 2026, students of color are projected to comprise over half of the school population, presenting a stark contrast to the demographic composition of teachers and principals. This disparity underscores the necessity for schools to be responsive to the educational, cultural, and social needs of an increasingly diverse student body. The manuscript introduces a School Inclusion Model (SIM) developed and implemented to address these challenges. The SIM focuses on leadership, organizational justice, and school outcomes as core elements for fostering inclusivity. Through a multi-phased project involving planning, implementation, and evaluation in a district experiencing significant demographic shifts, the SIM demonstrated positive outcomes in changing teacher and leader perceptions towards inclusivity, enhancing parent engagement, and improving school climate. The findings underscore the importance of intentional, coordinated efforts in cultivating inclusive school environments where students of all backgrounds feel a sense of belonging and equity.

School buildings as performative machines: the new architectural devices of control

ABSTRACT The past two decades saw a growing attention to the role of design for the geography of education and simultaneously shifted architectural attention towards the understanding of different forms of pedagogy. Yet, careful empirical engagements with the material architecture of contemporary school buildings and the experiences they mediate are still scarce or missing. Focussing on how mechanisms of control are imagined and practiced in the design and use of school buildings, this article fleshes out a picture of the performative spatial machinery of schools. It will do so drawing on designers’ accounts, plans and visions for a Building Schools for the Future (BSF) building in Liverpool, UK and on accounts of the experiences of different school dwellers. Overcoming the dualist understanding of education as an activity that happens in objective frames of learning (the static architecture of the schools) or the subjective interpretations of users (the perception of teachers and students), we trace specific practices of ‘dwelling’ in the school building and identify architectural and designerly techniques for modulating control. Instead of dissipating or reducing control, or merely re-producing the classic forms of power, this versatile and porous type of architecture, we argue, multiplies and diversifies the forms of ‘polycentric’ control exercised through various intersecting lines of sight and sound.

Perceptions of Teachers and Students Regarding the 10th Grade Students’ Homework in Perspectives: Academic Achievement and Practices

Homework is here to stay, but perspectives about its influence on student achievement vary among stakeholders, as do the ways of using it. This study used a secondary data analysis approach to investigate the correlation between homework and student achievement, examining students' and teachers' perspectives and practices. The secondary datasets were sourced from a doctoral study that used cross-sectional survey questionnaires and a mathematics test (students only) administered to 1500 Grade 10 students and 60 teachers teaching Grade 10 students across 60 schools with Grade 10 students. Findings indicated that students with homework assigned three to four times weekly tend to achieve higher mathematics test scores. Furthermore, teachers who consistently employ homework for various purposes, such as monitoring completion, providing feedback, and engaging students in class discussions, are associated with higher test scores. Despite many students participating in out-of-school mathematics lessons, only some invested extended time in in-school mathematics-related activities, indicating a potential gap in learning opportunities.

Analysis of distance higher education: perception of teachers in the city of Maricá/RJ with training in distance learning

This work investigated the quality of distance higher education through a questionnaire applied to basic education professionals in the city of Maricá/RJ. The research involved the participation of 30 volunteers and aimed to evaluate various aspects related to the teaching and learning process, infrastructure, methodologies and interaction between teachers and students. The methodology adopted consisted of applying a questionnaire containing open and closed questions addressing the aspects. The questionnaire was administered online using the Google Forms platform. The results obtained revealed the professionals' perception of the quality of the distance learning in which they were students. The research concludes that the use of technological tools can significantly contribute to improving distance learning if interactive approaches and quality resources are adopted. Based on the results, it is suggested that institutions focus on personalizing teaching, online interaction, and training teachers to ensure high-quality distance education.

Teachers’ Indıvıdual Cultural Values and the Relatıonshıp Between Psychologıcal Resılıence and Perceptıons of Alıenatıon

Schools are social structures and educational organizations are open and social systems. Determining the perception of cultural values, psychological resilience levels and alienation perceptions of administrators and teachers working in schools can provide information to practitioners and those concerned and offer clues for taking necessary measures. Determining the relationship and interaction level between these three qualities can contribute to the generation of realistic solutions. In this context, the purpose of this study is to determine the relationship between school administrators’ and teachers’ perceptions of individual cultural values and psychological resilience and their perceptions of alienation. Relational survey model, one of the quantitative research methods, was used in the study. The study was conducted with school principals, assistant principals and teachers working in Istanbul in the 2021–2022 academic year. Data were collected from 411 teachers randomly selected by clusterstratified sampling. “Individual Cultural Values Scale” translated into Turkish by Saylık (2019), “Psychological Resilience Scale” developed by Arslan (2015) and the “Alienation Scale” translated into Turkish by Güğerçin and Aksay (2017) were used as data collection tools. According to the results of the analysis, it was determined that although the perceptions of psychological resilience of administrators and teachers were at a very high level, they also experienced a high level of alienation. Perceptions of individual cultural values are at a medium level in the power distance sub-dimension, at a medium level in the masculinity, femininity and collectivism sub-dimensions, and at a high level in other sub-dimensions. While there is a low level relationship between all sub-dimensions of individual cultural values perceptions of administrators and teachers and psychological resilience perceptions in general and their sub-dimensions, there is no significant relationship between alienation perceptions and cultural values except for the sub-dimension of long term reach.

Views of Students, Parents, and Teachers on Smartphones and Tablets in the Development of 21st-Century Skills as a Prerequisite for a Sustainable Future

It is no longer just an opinion but a fact that the only way to prevent a catastrophic future for humanity on a planetary scale is to introduce sustainable practices in all areas of human endeavour. The key role in these processes is activity to education. The aim of this study is to investigate the perceptions of Slovenian secondary school students, parents, and teachers (SPTs) regarding the role of smartphones and tablets in promoting 21st-century skills. This study explores the views of Slovenian secondary school students, parents, and teachers (SPTs) on the value of smartphones and tablets in 21st-century skills education. The results show a consensus among participants that smartphones and tablets make a positive contribution to various aspects of 21st-century skills as a Prerequisite for Sustainable Future. Participants consistently rated the suggested benefits of smartphones and tablets above the middle of the scale, with a focus on internet, digital, and information literacy. However, there is still room for improvement in basic skills and higher-order thinking skills. The factorial analysis revealed three correlated factors: Holistic Learning skills, Higher-Level Cognitive skills, and Digital Information Literacy skills. Subsequent analysis revealed significant differences between the focus groups, with students showing stronger agreement with the positive impact of smartphones and tablets on a wide range of skills. While teachers recognized the value of smartphones and tablets for students’ digital literacy and engagement, the differences between teachers and other groups were relatively small. These findings underscore the importance of integrating smartphone strategies and technology tools to promote 21st-century skills as a Prerequisite for Sustainable Future. Educators and policymakers can use these findings to promote effective teaching and learning practices that meet the demands of the 21st century.

Exploring challenges of online learning in the context of Ba Ria – Vung Tau University by English Major students

This study aims to find out challenges of English major students in conducting online learning at Ba Ria – Vung Tau University (BVU). The research results were found by analyzing quantitative data by introducing survey to 160 English major students; the qualitative data was summarized by 15 English major students and 10 teachers from the interview. The results revealed many difficulties by the evaluation and perception of both students and teachers. The aspect of support is the highest while the lowest belonged to the challenges in aspect of the environment. Meanwhile, the challenges in aspect of collaboration were at the second position and the third position is about students’ attitude towards online learning. About challenges relating to equipment, the result was at the fourth position. Additionally, further discussions and recommendations on challenges that English major students encountered during online learning were also proposed.

Role Perceptions of Teachers Concerning Student Mental Health in Higher Education

Student mental health is a relevant aspect of the current academic context due to concerns regarding escalating mental health issues and because of an increasingly holistic perspective on education, learning, and personal development. This research investigates the perceptions of teachers in higher education regarding their roles in promoting student mental health, explicitly focusing on teachers who hold a tutor position. After following a strict procedure, the Mentor-Q questionnaire was designed to measure respondents’ perceptions of their role. This questionnaire was administered online to all Dutch University of Applied Sciences teachers for the study; 180 teachers finished it. Results were discussed and validated using a member check (n = 10). Exploratory factor analysis identified four role perceptions: connector, awareness raiser, referrer, and guardian. While all teachers endorsed these roles, the three clusters that appeared in a latent class analysis varied in their agreement levels. No background variables were significantly related to the role perception profiles. It seems that supporting teachers in recognizing and maintaining boundaries in their role in student mental health is crucial. This study highlights the complexity of the teacher’s role in supporting the student’s mental health and has implications for aligning their responsibilities with higher education goals.

The effects of a mindfulness meditation program on enhancing musical perception of time: A pilot study

Mindfulness meditation practices have garnered a lot of popularity in recent years. Various psychological benefits of mindfulness meditation have been documented in a myriad of literature. In this pilot study, we evaluated the effectiveness of a short-term mindfulness training program on time-based musical perceptions of pre-service music teachers. Here, time-based perception entails the accurate perception of pattern, meter, and tempo. A one-group pretest–posttest design was implemented as a model. Pre-service music teachers ( n = 8) completed the rhythm, rhythm-to-melody, and tempo subscales of the modular-PROMS before and after undergoing an 8-week-long mindfulness training program. Whereas significant enhancements of rhythm and rhythm-to-melody perceptions were observed, a similar kind of enhancement was not detected with respect to tempo perception.

Augmented reality for chemical engineering education

Augmented reality (AR) technology has emerged as a highly beneficial tool in the educational context, and its potential impact on chemical engineering teaching is notable. This study addresses AR as an accessible and effective alternative for representing complex concepts and safely visualizing industrial processes in the area. By incorporating immersive resources, AR provides an innovative means of teaching and promotes greater engagement among students, contributing to improved learning and the development of interpersonal, investigation, and autonomy skills. This study systematically reviews the literature on the application of augmented reality in chemical engineering. Twenty-two articles in the Scopus and Web of Science databases were chosen, and a bibliometric analysis was used to extract the data in the discussions. The results highlighted the success of AR applications, predominantly employed in disciplines such as molecular chemistry, unit operations, transport phenomena, and practical chemistry. Mobile devices, such as smartphones and tablets, were the most common means of implementing these applications. The positive perception of students and teachers was evident, with both agreeing that the integration of AR contributed significantly to improving learning and facilitated the understanding of more challenging concepts. As a result of this research, a framework was developed that outlines the steps necessary to develop AR applications to teach chemical engineering effectively. This framework can serve as a valuable guide for future initiatives in this field, providing a solid framework for creating and successfully implementing AR-based educational resources.

빅데이터를 통해 바라본 유아교사에 대한 사회적 인식*:유아교사 지원을 위한 빅데이터 분석 연구

빅데이터를 통해 바라본 유아교사에 대한 사회적 인식*:유아교사 지원을 위한 빅데이터 분석 연구

The role of speech therapists for children with visual impairment: A thematic analysis

Background: Visual impairment creates adverse effects on the affected individual and on his family. Speech therapists played an essential role in the development of children who had communication problems. Objective: To explore the perceptions of special education teachers and speech pathologists about role of speech therapists in children with visual impairment. Methodology: A qualitative study on exploring the role of speech pathologists in visual impairment was conducted in Rawalpindi and Islamabad region in 2022. Purposive sampling was used to include 8 speech therapists and 7 special education teachers. Speech pathologists having minimum qualification of MS/SLP or PGD and Special education teachers with minimum qualification of master’s in special education with a minimum two years of experience were included. Open-ended questions were developed, and data was gathered by using semi-structured interviews. Recordings were done after informed consent. Thematic analysis was done to generate the themes. Results: Four major themes were identified by both professionals. These include 1) the need for guidance for professionals 2) auditory and tactile orientations for the development of language 3) scarce resources in therapy, 4) the need for training for professionals who are working with visually impaired children. Conclusion: Speech therapists had a vital role in developing communication of children with visual impairment. Professionals suggested that speech therapists should work with children with VI as they work with sighted children. Keywords: Speech therapistsspecial education teachersvisual impairment

Implementation the School Literacy Movement (GLS) within an Independent Curriculum for Lower Primary School Grades

Purpose: This research aims to explain the status of the implementation of the School Literacy Movement (GLS) within the framework of the independent curriculum in the lower classes of SDN Curahgrinting 3 Probolinggo. Methods: This research uses qualitative research methods. This study focuses on the perceptions of school principals, teachers, and students regarding the implementation of GLS, as well as teachers' strategies for overcoming related challenges. The five subjects examined included the school principal, class I and II teachers, and class I and II students. Data collection was carried out through observation, interviews and documentation, then analyzed through data reduction, presentation and verification. Results: The findings show that the implementation of GLS at SDN Curahgrinting 3 Probolinggo, especially in classes I and II, is in the habituation and development stage. Evaluation strategies primarily include formative evaluation and open communication with students and parents. Conclusion: The habituation stage is carried out with activities that last 30 minutes to one hour, establishing a reading corner, and providing additional classes. Furthermore, during the development stage, communal reading activities in the classroom and library. This research highlights the evolving nature of GLS integration in the independent curriculum. These insights contribute to understanding the direction and implications of implementing GLS in primary education, as well as guiding future initiatives in the promotion of literacy within an educational framework.

예비유아교사의 인공지능 관련 실태와 인식 및 인공지능교육에 대한 요구

This study analyzed the reality and perception of pre-service early childhood teachers regarding artificial intelligence, and the demands for education. For this purpose, a survey was conducted on 145 students in the department of early childhood education at colleges in Seoul and Gyeonggi-do, and the collected data were analyzed using SPSS 29.0. The research results are as follows. First, compared to their experience using artificial intelligence, pre-service early childhood teachers' level of interest and understanding of artificial intelligence was average, and they understood artificial intelligence as ‘a computer system that can think similar to humans.’ In addition, the negative perception of artificial intelligence was higher than the positive perception, and its influence on oneself was at an average level. Second, the need for artificial intelligence education for pre-service early childhood teachers was highly recognized. Additionally, with the goal of improving the ability to support play using artificial intelligence, the professional professors were requested to teach about future social changes and cases of artificial intelligence education through play. Based on the results of this study, implications for the development of artificial intelligence education subjects for pre-service early childhood teachers were discussed.

유아 쓰기지도 과정에서 나타난 교사의 인식 연구

This study attempted to find the direction and attitude of desirable writing instruction that early childhood teachers should pursue by examining the perceptions of teachers formed through the process of guiding early childhood writing. To this end, individual and group in-depth interviews were conducted with four kindergarten teachers with around 10 years of experience teaching writing for various young children. As a result of examining the writing guidance process of the research participants, teachers' perceptions were examined in two main aspects. First, in terms of practical knowledge, teachers were able to understand children's writing through writing guidance. In other words, by comparing children's writing with adults' writing, the role of teachers in children's writing, and the necessary conditions for children's independent writing, we learned the characteristics of children's writing. Second, teachers were able to form their own educational beliefs through writing guidance in terms of emotional values. In other words, through the dilemma experienced in the environment surrounding children, the change in values experienced by experiencing various writing materials, and the derivation of points that should be reflected in the actual writing guidance, they came to have their own beliefs for writing guidance. It is expected that children's writing will be activated and teachers' capabilities will be strengthened by using these research results as basic data.

Photovoice Reflections of Preservice Teacher Perceptions of Effective Technology Integration

Photovoice Reflections of Preservice Teacher Perceptions of Effective Technology Integration

Perceptions of Teachers Regarding Teachers’ Assessment Process at Universities of Balochistan

The study was sought to explore the perceptions of teachers regarding teachers’ assessment process at universities of Balochistan and to discover the perceptions of teachers regarding the process of annual confidential reports (ACRs) at Universities of Balochistan. A cross sectional descriptive design was adopted. All the faculty members of public and private sector universities of Quetta constituted the population. Convenient sampling technique has been used to select 93 teachers for data collecting data through a questionnaire. Descriptive statistics was used to analyze data. Findings of questionnaire from teachers stated that majority of respondents 76(81.7%) said they have regular feature of teacher’s assessment. Maximum respondents 68 (73.! %) answered in yes about teacher's assessment ACRs are used in department. Most of teachers 72 (77.4%) agreed that Peer review is essential part of teacher's assessment. Majority of respondents 63 (67.7%) agreed in yes that Opinions of students are also included in the assessment procedure. Majority of respondents 63 (67.7%) answered in no that they know the result of ACR. Maximum respondents 70 (75.3%) answered in yes that ACRs provide the vital input for assessing your performance. Maximum respondents answered in No that chairperson ever take any action against the poor ACR findings of any teacher.