Profile Of Teachers Research Articles

Effects of the International Professional Qualification Standards on the Development of Childcare Services: Towards Enhanced Childcare Program

This study summarized the basic content and framework system of the professional quality of early education teachers aged 0-3 in China through literature research methods, answers to the following questions: First, what is the profile of the early education teachers in sex, Highest Educational Attainment、 Teaching Experience Second, to what extent are the following international professional qualification standards observed by the early education teachers? Teachers' morality and ideas professional knowledge and professional ability; Third, is there a significant difference in the extent of observation on the international professional qualification standards by the early education teachers when they are grouped according to their profile variables; Fourth, what is the assessment of the teacher respondents on the level of the quality of service by the Childcare Service in work performance, dedication to one’s work and parental connection? Fifth, is there a significant relationship between the teachers’ extent of observation of the international qualification standards and the level of service provided by the Childcare Service? Sixth, based on the findings of the study, what strategies can be proposed for the enhanced childcare program? A total of 300 front-line teachers from public kindergarten-affiliated nursery classes, private kindergarten-affiliated parent-child classes or nursery classes, domestic and international chain institutions, and non-chain institutions were the survey objects. SPSS20.0 version and Excel data statistics software were used to study the collected data, and the collected questionnaire was analyzed. Conclusions are then drawn from the mixed-methods analysis, and from these, recommendations are given, such as: strengthening men's training in some areas; improving the recruitment of undergraduate talents; improving the recruitment of talents with long teaching experience; strengthening the training of existing 1–5-year-olds and other teachers in some aspects; and establishing a 0–3-year-old assessment mechanism for employees in nursery institutions.

Collaboration between special education teachers and visual arts education teachers in working with pupils with severe specific learning difficulties and its relationship to professional development

ABSTRACTCollaboration among different teacher profiles is one of the most important factors in meeting the needs of pupils with special needs. In a study of 138 teachers from different regions of Slovenia (57 special education teachers and 85 visual art teachers), we investigated how they collaborate when working with pupils with severe specific learning difficulties and how this collaboration relates to their professional development. The online questionnaire survey found that most participating professionals felt that collaboration was necessary, and 25% had not yet collaborated. Those who have collaborated most often consult informally in hallways and work as a team in expert groups for individualised programmes. The most common team teaching approach is for the visual arts teacher to lead the art class and the special education teacher to assist the teacher by providing support to the pupils with and without learning difficulties. They also see many benefits for the pupils and themselves in this type of collaboration and follow the desirable - positive - side of the S model of professional development. An analysis of the situation in practise can form the basis for recommendations on how to promote professional development in collaboration between these pedagogical professionals.

Training Future Kindergarten Teachers on Ecocentric Action

Abstract As education is a powerful means of promoting sustainability, it is necessary to think and act on the (trans)formation of the professional profile of the future kindergarten teacher. As ecocentric educational practices can be a crucial point, ecocentric action competence needs to be developed. In this context, pedagogical traineeship supervisors can play a meaningful role. Accordingly, this study analyzed the didactic-pedagogical potential of a training strategy in science teaching based on reflection-critical thinking about what effective science teaching is. Further, it investigated the mediating role of action research methodology in promoting trainee reflexivity. The findings highlighted the merits of the formative perspective adopted, given the learning evidenced by children and stated in the traineeship report. It is concluded that the role of the supervisor is relevant in the construction of a pedagogical outlook of science teaching aligned with environmental values. It is time to take the traineeship process as a space to understand and identify pathways for empowering ecocentric action.

Can teacher quality be profiled? A cluster analysis of teachers' beliefs, practices and students' perceptions of effectiveness

AbstractA critical aim of teacher quality research is to identify and distil its multiple components. While many such components have been identified in the literature, there is a scarcity of research that has attempted to empirically investigate how these elements integrate within a larger profile of teacher quality, including how particular teachers' beliefs, behaviours and outcomes cluster into unique profiles of teachers. In this study, a group of Australian high‐school teachers completed an extensive teacher beliefs questionnaire, undertook the Visible Classroom program to record and document their use of high‐leverage teaching practices and had their students complete a survey based on perceptions of effective teaching. The results were analysed using cluster analysis to determine if distinct groups of teachers could be identified based on similarities in beliefs, behaviours and student perceptions of teaching. The results suggested multiple distinct clusters of teachers with distinguishing types of beliefs, frequency of practices and student perceptions of teaching. Most notably, the results pointed to a unique cluster of teachers who were most distinguishable in their self‐efficacy, intrinsic motivation and personal responsibility beliefs, as well as highly active teaching behaviours in the classroom. This group also possessed the highest levels of student perceptions of teaching. The findings provide new insights into the complex profiles that shape teacher quality and implications for future research.

Unveiling the TPACK profile: Exploring mathematics prospective teachers in the micro teaching course

The objective of this research is to ascertain the Technological Pedagogical Content Knowledge (TPACK) profile of prospective mathematics teachers in the microteaching course. The research methodology employed a survey research design. The target population for this investigation comprises prospective mathematics teacher students enrolled at a University in Banten, Indonesia. The sample for this study comprises students in their sixth semester of the Mathematics Education program who are currently enrolled in the microteaching course. The inclusion criteria for the sample require that these students have successfully completed coursework in foundational technology use, pedagogical principles, and both basic and advanced mathematics subjects. The research findings indicate that the majority of students exhibit a high level of Technological Content Knowledge (TCK) and Technological Pedagogical and Content Knowledge (TPACK), with percentages of 50% and 81.25% respectively. On the other hand, the majority of students demonstrate a moderate level of Pedagogical Knowledge (PK) and Technological Pedagogical Knowledge (TPK), with percentages of 56.25% and 31.25% respectively. Moreover, a significant portion of students show a low level of Technological Knowledge (TK) at 31.25%, Content Knowledge (CK) at 37.5%, and Pedagogical Content Knowledge (PCK) at 37.5%. It conluded, most prospective tezchers use the Technological Conten Knowledge (TCK) and Technological Pedagogical and Content Knowledge (TPACK) domains to conduct learning.

Between Trust and Ambivalence: How Does Trainee Teachers’ Perception of the Relationship With Their Mentors Explain How Trainee Teachers Experience Their Work?

The study aims to identify profiles of trainee teachers in terms of their stress and work experiences and to uncover profile differences in regard to dropout intentions and perceived relationships between trainee teachers and their mentors. Based on data from 1,756 German trainee teachers, three distinct stress and work experience profiles could be identified. Trainee teachers with high levels of stress and negative work experiences exhibit higher dropout intentions and experience their relationship with their mentors as less transparent, fair and trusting, and more ambivalent compared to trainee teachers with low levels of stress and positive work experiences. The results underline the importance of the relationship between mentors and trainee teachers for the professional development of future teachers.

MENINGKATKAN KREATIVITAS GURU BIMBINGAN DAN KONSELING DI JAWA BARAT MELALUI MODEL PELATIHAN CLEAR IDEAS

The purpose of this study is to determine whether the Clear Ideas Training Model has increased the creativity of guidance and counseling teachers. Using a mixed-method with a concurrent embedded strategy over three unior High School Guidance and Counseling teachers who served in West Bandung Regency. The research stage consists of preliminary studies and exploring the profile of creative teachers through guided group discussions, development of implicit theories of creativity, exploration of teachers' creative growth mindset, exploration of creative motivation, and trials of implementing the Clear Ideas Training Model. In the preliminary study and trial of the training model, a single case study method with ABA design was used. Research findings show that the Clear Ideas Training Model is effective for enhancing participants' creativity. This is evidenced by creative ideas’ emergence at the 'erupt' stage and the successful implementation of creative ideas in the form of innovative guidance and counseling services at the Clear stage. At the align for delivery stage, a creative product for Guidance and Counseling teachers was launched through Instagram social media under the name "Guidance and Counseling Teacher Creativity Room" as an effort to diffuse innovation to students as users as well as to get feedback manifested as followers, likes and comments as parameters for the acceptance of creative products. Recommendations are addressed to the Guidance and Counseling Teacher Deliberation in order to consider the Clear Ideas Training Model as an alternative strategy for increasing teacher creativity. Keywords: creativity; school counselors; Clear Ideas training model

Empowering Rural Science Teachers as Reflective and Action-Oriented Practitioners

Teachers are aware of the presence, nature, and extent of classroom problem that they experience in daily teaching but they are not empowered enough to solve them as they aim to address learning losses. Thus, this paper described the profile of rural secondary science teachers; identified their problems encountered in daily teaching; and formulated policy recommendations that could empower them to be a reflective and action-oriented practitioner. Using qualitative case research design, eleven science teachers were purposively chosen as informants and data gathered were analyzed thematically. Three of them specializes in Biology, General Science, and Physics while the other two specializes in Chemistry; four of them were teaching Science in two or more grade levels; majority of science teachers were females; are Teachers I; and teaching experience of 0-5 years. Their problems meet was students’ poor performance, unfavorable behavior in class and teachers’ perceived difficulty. With these findings, the researcher recommends empowering teachers by developing their skills as reflective teachers and as classroom action researchers which could be strengthen by involving them in planning and designing professional development program, extending its implementation and evaluation in classrooms and by being part of a collaborative learning community.

Speech Profile Of Pre-Service Teachers: Input To Speech Enhancement Program And Innovations

This investigation focused on the speech profile of pre-service teachers during the school year 2022- 2023 as input for a speech enhancement program and innovations. Specifically, attempts to determine the socio-demographic characteristics of respondents in terms of gender, age, high school type graduated, parents’ educational attainment, employment status, and estimated monthly income; determine speech profile in terms of Vocal Mechanism and Diction; identify their strengths and weaknesses in speech production; determine the significant relationship between speech profile and socio- demographic characteristics; and determine whether speech enhancement program or innovations may be introduced to improve weaknesses in speech production. A descriptive survey research design was used to gather information on the basic and speech profiles of 40 respondents. Results revealed, that respondents were generally female, 20-22 years old, graduated from public senior high school, with high school graduate parents, unemployed, and earned PhP 4,000- PhP8,000. Results showed that respondents were very strong in loudness, articulation, pronunciation, and even in reading rate. However, a closer examination of the data reveals that at least one-third were slow readers. Furthermore, an analysis revealed that females have louder voices than males, demonstrating a substantial relationship between gender and loudness of voice. As evidenced by the extremely significant relationship between rate and gender, females read faster than males. Results also showed that those with working moms could talk more articulately than those with jobless mothers. Finally, results demonstrated that pronunciation is unrelated to any demographic characteristics. A suitable speech enhancement program/innovation was designed to improve proficiency in speech production.

Most and Least Learned Competencies of Kindergarten Pupils in Sreya: Bases for Resource Materials Enhancement

The main focus of the study is 1) To know the profile of the kindergarten teachers 2)To know the percentage of kindergarteners who acquired school readiness 3)To know the least and most learned competencies of kindergartners 4)To determine the differences of students school readiness between teacher’s employment status, teacher’s educational background, and type of school. The country’s K-12 curriculum has become one of the most talked about issues not only within the Department of Education but across the nation, so to speak. Different programs, resource materials, teaching devices, activities, and training for teachers have been devised and are still being conducted in preparation for the full implementation of the said new curriculum. Under the K-12 curriculum, the Kindergarten program was added to the existing basic education program that the Deped utilizes. The main concern of the kindergarten program is the school readiness of the young learners. Learners must be physically, intellectually, and emotionally prepared before they enroll to formal education, since one the most common reasons for the early drop-outs of school-age children is lack of interest in learning. Cognizant of the fact that the main goal of the kindergarten program is the smooth transition from a play-based approach into formal education. The kindergarten curriculum was designed to cope with the needs of the young learners. Likewise aimed at ensuring the development of young children and that they enjoy their experiences in the kindergarten program, the thematic and play-based approaches to learning are utilized. Initially, the program was met with cynicism specifically from the community and some parents. They were hesitant to enroll their children in the kindergarten program, for they viewed this as just an additional grade level in the education of their children. The researcher identified the least and most learned competencies in the result of the School Readiness Year End Assessment (SReYA) and proposed a resource materials enhancement to address the least learned competencies of kindergarteners. The most learned competencies are recognition of shapes, problem-solving and counting numbers from 1-10 while the least learned competencies are listening comprehension, Identifying upper- and lower-case letters, letter-sound corresponded, and recognition of numbers. The researcher identified the differences of student’s school readiness in the result of the study. There is a significant difference to the school readiness of kindergarteners when grouped according to the employment status of teachers, length of service, educational background, and type of school. The researcher suggested additional activities to reinforce the development of the least learned competencies of kindergarteners Keywords: Assessment, Learning Competencies, Kindergarten, School Readiness

PROFIL KOMPETENSI IMPLEMENTASI KURIKULUM MERDEKA PADA GURU BIMBINGAN DAN KONSELING

The Independent Curriculum is an educational innovation that aims to give schools the freedom to adapt their curriculum to students' needs and preferences. The aim of this research is to obtain an overview of the competency profile of Guidance and Counseling Teachers in Palangka Raya in implementing the independent curriculum. This research method is quantitative research with a survey type. With data analysis techniques is percentages. The research sample was 50 Guidance and Counseling Teachers in Palangka Raya. The results of the research show that there are 37 or 74% of BK teachers who have in-depth knowledge of the independent curriculum; 39 BK teachers or 78% have the ability to map student potential; 33 guidance and counseling teachers or 66% have skills in designing individual guidance programs; 42 BK teachers or 84% have effective counseling and communication skills; 46 BK teachers or 92% have collaboration and partnership skills.

Étude exploratoire de profils d’enseignants à risque de burnout : association avec les processus de coping et le sentiment d’auto-efficacité

IntroductionBurnout and its predictors are an increasingly important health issue in the teaching profession. ObjectiveThe present study aimed at identifying teacher profiles at risk of burnout, and to explore their associations with coping processes and sense of self-efficacy using a dual variable and person-centered approach. MethodA sample of 171 teachers (58.50% female) from a French-speaking canton of Switzerland completed the Shirom-Melamed Burnout Measure (i.e., physical fatigue, cognitive weariness, emotional exhaustion), the Teachers’ Sense of Efficacy Scale (i.e., instructional strategies, student engagement, classroom management) and the Coping Scale by Dewe (i.e., need to communicate, traditional style of teaching, problem-focused and avoidant coping). ResultsProblem-focused coping was the only variable that negatively predicted all three dimensions of burnout. Avoidant coping negatively predicted physical fatigue and cognitive weariness while classroom management self-efficacy negatively predicted emotional exhaustion. Additional findings suggested the moderating role of the number of students with special educational needs (SEN) in the relationship between some variables. Three profiles were identified based on a hierarchical cluster analysis. Multinomial logistic regression analysis showed that a higher number of students with SEN, as well as low levels of coping (i.e., problem-focused and avoidant) and sense of self-efficacy in classroom management were associated with a greater likelihood of belonging to the burnout risk profile (representing 21.64% of the total sample). ConclusionFindings from this study not only highlight a relatively large proportion of teachers at risk of burnout, but also a possible co-action of some coping processes and sense of self-efficacy.

Inclusive practices among university teaching staff. Confirmation of a model based on personal predictors

ABSTRACT Different personal traits could predict not only prejudice, but also practices aimed at the inclusion of vulnerable minorities in higher education. On the basis of this assumption, the study presented here sets out to confirm a predictive model of inclusive practices among university teaching staff, incorporating variables of personality, ideological attitudes, perceived discrimination, and beliefs and attitudes towards diversity, hypothesising the pre-eminence of the predictive route anticipated by John Duckitt’s Dual-Process Motivational Model in the perception of disadvantaged groups. The research process involved collecting and analysing data from 613 university teachers at eight Spanish public universities, confirming the hypothetical model by means of structural equations. The study showed that personality, through ideological attitudes and, in turn, such attitudes together with perceived discrimination, had significant effects on the inclusive practices of teachers through the mediation of beliefs and attitudes towards diversity, and that agreeableness and social dominance orientation primarily anticipated beliefs, attitudes, and practices. The conclusions establish the relevance of personal competencies in the profile of teachers when addressing diversity, suggesting professional development in such competencies through reflexive, extensive training, and application in the classroom.

The Profiles of Teacher’s Classroom Management Styles in Terms of Reward and Praise: A Latent Profile Analysis

Classroom management is one of the key elements that influence the quality of education in the classroom. However, most teachers view classroom management as an important challenge. To address that challenge, teachers use different classroom management tools, two of which are reward and praise. However, there are different views about the effectiveness of reward and praise. While the behavioral school views them as positive classroom management tools, Self-Determination Theory argues that reward and praise are the tools of a controlling teaching style. It suggests that an autonomy-enhancing teaching style, such as establishing warm relationship with students, is a better classroom management tool. The aim of this study is to explore different profiles of teachers in terms of their classroom management styles, especially in terms of how teachers use reward and praise as well as punishment and warm relationship by using Latent Profile Analysis (LPA). The data were collected a sample of 579 teachers. Teachers completed four scales (The Reward Scale, The Praise Scale, The Emotional Punishment Scale and The Warmth Scale). Teachers were profiled, based on their use of these four classroom management tools. As a result of the LPA, five profiles of teachers in terms of classroom management styles emerged. They were named as “Disengaged Teachers”, “Cold Punishers”, “Cold Extrinsic Motivators”, “Warm Extrinsic Motivators”, and “Warm Intrinsic Motivators.” As predicted, Warm Intrinsic Motivators who do not use reward, praise or emotional punishment but warm relationships are the best in classroom management. Unlike our prediction, Warm Extrinsic Motivators, who use reward and praise, were also good at classroom management since they were warm towards their students. However, they were using emotional punishment. These findings suggest that teachers who use reward also use emotional punishment. Teachers do not have to use reward, praise or punishment to manage their classes. Teachers could manage their classroom perfectly well by forming warm relationships with their students. It is essential for school leaders to incorporate relationship-building as an important classroom management tool into their professional development activities for teachers.

Teachers’ perceived opportunity to contribute to school culture transformation

Teachers’ active role in school development has been recognized as important in school culture transformation. Leadership practices, such as distributed leadership and organizational support, aim to engage teachers and foster their participation and contribution opportunities. However, studies have shown that teachers’ earlier experiences and beliefs shape their participation activities. To facilitate school culture transformation and the development of pedagogical practices, it is important to understand how teachers position themselves as school developers. This interview study aims to explore what kinds of views teachers express regarding school development work and teacher collaboration, along with how these views influence their perceived opportunity to contribute to school culture transformation. Altogether, 35 teachers from three schools in Helsinki, Finland, were interviewed. The analysis revealed five teacher profiles and, thus, five different ways of approaching school culture transformation: (1) Visioner, (2) Responsibility Bearer, (3) Participating Observer, (4) Traditionalist, and (5) Stressed Withdrawer. Teachers’ orientation to school development work and received organizational support influenced teachers’ perceived contribution opportunities. Furthermore, the identified profiles experienced the needed organizational support for school development work differently; for some, it was mainly common time for collaboration, while for others, it meant reorganized structures. The results indicate that diverse support is needed to engage the whole teacher community in school culture transformation and that school leaders need to pay attention to how the distributed leadership model benefits all teachers, not just the visionary ones.

What Should an Ideal Pre-Service Mother-Tongue Teacher Look Like?

In this study, it was tried to determine the profile of an ideal pre-service mother tongue teacher according to the views of Turkish mother tongue teachers and pre-service teachers. The data of the study were collected through a semi-structured "Characteristics of a Good Pre-Service Mother Tongue Teacher Form" created by the researchers. In this form, 5 mother tongue teachers working in Erzurum province of Turkey and 10 pre-service mother tongue teachers studying at Atatürk University Kazım Karabekir Faculty of Education, Turkish Language Teaching undergraduate program were asked what an ideal pre-service mother tongue teacher should be like. Phenomenology, one of the qualitative research methods, was used in the study. Phenomenology was chosen in this study to set a standard for what a pre-service mother tongue teacher should be like. According to the results obtained from the findings of the study, a good pre-service mother tongue teacher should be especially good in the field of communication skills. Suggestions were made together with the other results.

Julia Kisielewska (1874–1943) i jej wkład do praktyki i myśli pedagogicznej Ewa Wiśniewska

Julia Kisielewska (1874‒1943) and her contribution to pedagogical practice and thought: The article presents the profile of Julia Kisielewska (1874‒1943), a publicist, literary critic, teacher and social worker, who lived and worked at the turn of the 19th and 20th centuries. Moreover, the study shows the most important facts from her life, literary work, as well as pedagogical and social activities. Her journalistic and teaching activity was developed at the highest level. She is the author of over one hundred and fifty publications in magazines of the Young Poland and the interwar period, as well as several textbooks for teaching history at school. She was an eminent teacher, organizer and social worker. Kisielewska worked in girls’ schools of various types. For twenty years, she managed schools for girls in Płock. At that time, she was a well-known and respected person. Unfortunately, today Julia Kisielewska remains practically forgotten despite her interesting biography and rich legacy.

Development of Web-mediated Audio-Visual Listening Book to Boost the Understanding of Implicatures in the TOEFL Short Dialogues

Purpose of the Study: Understanding implicatures in TOEFL Short Dialogues is difficult. It is essential to develop web-based media to boost implicature understanding. This current study aimed at testing the implicature inference-making ability of English teachers, identifying the factors that affect listening difficulties and developing web-mediated audio-visual books for the TOEFL.
 Methodology: This is a three-phase R & D model: 1) ‘Research Phase’ (Testing the English teachers listening ability; Examining factors affecting implicatures understanding; and Profiling the English teachers listening abilities); 2) ‘Development Phase’ (Constructing the test instrument; Formulating Learning Objectives; Selecting Audio-visual materials, Designing the web-mediated audio-visual book; Validating and revising the book) and ‘Production Phase’ (Dissemination and Mass Production).
 Main Finding: The products of the ‘Research phase’: 1) Listening ability, 2) Factors affecting listening, 3) Profile of the English teachers’ pragmatic ability. There are five primary causes of difficulty, ‘Speech Rate Delivery,’ ‘Voice,’ ‘Sentence Complexity,’ ‘Mishearing,’ and ‘Colloquial.’ The product of the ‘Development Phase’ is a ‘Web-based audiovisual book for the TOEFL Short Dialogues.’ All lessons are aided with online links to audio and videos. Finally, the product of ‘Production Phase’ is a massed published book.
 Novelty/Originality of the Study: No single study has ever been reported that focused on developing a web-mediated audio-visual listening book to boost the understanding of implicatures in the TOEFL Short Dialogues.

Trend Analysis of Professional Competences of Sports Teachers and Coaches

Current reforms in the Latvian general education system, which require switching to competence-based learning, have determined the topicality of the study. An interesting issue is the development of basic professional competences of working educators. Thus, the research aim is a comparative study of manifestations of professional competence in Latvian sports teachers and coaches. The research method used was Medvedeva’s Teacher General Education Competences Survey (TGECS), which contains 46 items combined into 5 professional competency scales: project development; organizational; student achievement and education problem monitoring; interaction in the education process, and professional self-improvement. Based on the results obtained, professional competence profiles of sports teachers and coaches are suggested. High professional competence scores were established for coaches. Important profile features of professional competence are organizational and interaction competences. For both sports teachers and coaches, the monitoring competence shows lower scores.

Teacher profiles concerning upper secondary school teachers' views on and use of digital learning resources for teaching – a cluster analysis

ABSTRACT The aim of this study is to characterize upper secondary school teachers’ views on and use of digital learning resources (DLR) for teaching and explore whether there are differences between teachers’ profiles in relation to demographic aspects. The data was collected through an online survey from a sample of 243 teachers from 23 upper secondary schools in Sweden. The survey included questions on why and how teachers used DLR for teaching. The data was analysed using exploratory factor, cluster, and post hoc analyses. Five different teacher profiles were identified: high, high general, medium, medium general, and low DLR capacity. These profiles differed significantly concerning self-reported skills, use, and purposes of DLR. Moreover, the five profiles also differ significantly on demographic factors such as teacher degree. These findings have important implications for the design of in-service teacher training and pre-service teacher education programs concerning teachers’ skills, didactic purposes, and use of DLR.