Teachers Of Other Disciplines Research Articles

Image of Physical Education Teachers and Their Class as Seen by Teachers of Other Disciplines

The image of a given professional group is the way they are perceived by members of another group, which translates directly into relations as well as attitudes towards them. How teachers and the discipline they teach are perceived is a significant factor that influences relations and atmosphere in the small school community. In the case of Physical Education (PE) teachers in Cypriot secondary schools, things might be different since they are dressed differently, they spend most of the time in the schoolyard or in the gym, they never carry books or homework, and so on. Various opinions are expressed, from time to time, about themselves and their class by teachers of other disciplines. These opinions vary from negative on one end to positive on the other. Therefore, the purpose of this study was to investigate the image of PE teachers and their classes in Cypriot secondary schools, as seen by teachers of other disciplines. For that purpose, 132 secondary school teachers (78 women and 54 men) of various disciplines were randomly selected to participate in this study. Teachers were recruited from secondary schools from all over Cyprus and were interviewed in their school settings during their free time. For the conduct of the interviews, a questionnaire was prepared with open-closed type questions, which consisted of 2 parts: The first part concerned the teacher, and the second concerned the physical education class. The duration of each interview was approximately 30 minutes. In the first part, teachers were asked about their relationships with the PE teacher, how they see him/her as a professional, how easy he/she is in his/her relationship with them, etc., while in the second part, they were asked about the importance of physical education, whether they believed that the class was as important as other disciplines in students’ education and others. The data were analyzed using the method of continuous comparison and analytical induction and showed that three different views prevail about PE teachers and their class: 1) They are colleagues who have no difficulties in their work, are somewhat distant from other colleagues and their class does not have much to offer, 2) They are colleagues who easily develop good relationships with colleagues of other disciplines. However, their contribution to students’ education through their class is not like that of other disciplines, and 3) They are well-intentioned colleagues, always available, easy to work with, who contribute significantly through their class like any other colleague, but with different duties, due to the nature of their class. Teachers of other disciplines are often influenced either by personal experiences of the past, forming a positive or negative image, or by individual cases in their school. Although PE teachers do not have anything to prove at school, since they have to be transferred to a different school every eight years, according to the Cypriot Education System and colleagues of other disciplines do not know them as professionals, many times they have to prove themselves in other colleagues’ eyes through their work, in order to allow them to form positive perceptions of themselves as professionals and the contribution of their class to the overall student education.

Do STEM teachers have the potential to become leaders in online education?

STEM teachers would need to be familiar with the use of technology in the classroom and in fact they appeared to find online teaching very simple and natural. We have an opportunity to get a clearer idea of the challenges that STEM teachers faced as they transitioned from FTF to the online teaching precipitated by the COVID-19 epidemic, how well they were able to respond, and what changes were implemented. A qualitative design, with a case study approach, was used to find out how well they responded and what necessary changes had needed to be implemented. Nine STEM teachers took part in this study and the interview questions used by Sintema were modified and used as the main research tool (2020). Interviews were carried out in three steps. The data were divided into four stages: "#1 preparation time," "#2 early phase," "#3 late phase," and "#4 resumption of face-to-face teaching." In this study all the changes in method and characteristics elicited by online teaching of STEM were compared with those in use before the advent of large-scale online teaching. We uncovered many of the difficulties and concerns experienced by teachers who were under pressure to make the online courses significant in a short period of time. The study also discovered that the challenges that STEM teachers face are quite complex and diverse, and that STEM teachers' online teaching experiences can indeed become an important reference for teachers of other disciplines.

A comparative study of the ego strength of physical education teachers in Nineveh education

The research aims to find out what follows : - degree of ego strength among physical education teachers in Nineveh education. - the differences in the degree of ego strength between public school teachers and private school teachers. - the differences in the degree of ego strength between male and female teachers. The researchers hypothesized: - Physical education teachers have a positive degree of ego strength. - There are no significant differences in the degree of ego strength between public school teachers and private school teachers. - There are no significant differences in the degree of ego strength between male and female teachers The researchers concluded: - Physical education teachers in Nineveh education have a positive degree of ego strength. - Physical education teachers in private schools have a higher degree of ego strength than public school teachers. - There were no differences in the degree of ego strength between male and female physical education teachers in Nineveh Education. The researchers recommended: - Creating a balanced educational and educational environment in public schools in order to raise the degree of ego strength of physical education teachers and thus raise the educational and educational level in Nineveh education . - Conducting other studies to identify the reasons and motives behind the low degree of ego strength of physical education teachers in government schools in Nineveh education . - Conducting studies on the degree of ego strength for teachers of other disciplines .

Quality of Using Google Classroom to Support the Learning Processes in the Automation and Programming Course

Virtual and blended learning are suggested as means to support students’ learning of the subject matter. The present study sought to examine how one educational tool for the classroom; specifically Google Classroom, was used by a teacher of automation and programming course in the secondary school. One secondary school teacher and her two students participated in the re-search. The data collection tools were interviews of two types: asking the participants semi-structured questions, and requesting the teacher to show how she used the Google Classroom options to engage her students in online learning. The transcribed interviews were analyzed using thematic analysis depending on the model of Information Systems Success by DeLone and McLean. 
 The research results indicated that Google Classroom contributed to the quality of the learning of the students, which affected positively the teach-er’s and students’ satisfaction and intention to use this educational tool in the automation and programming class. The participants pointed at the benefits of using Google Classroom, which once again influenced positively the par-ticipants’ satisfaction and intention to use it for teaching and learning. The present study showed how a virtual classroom could be utilized in technolo-gy courses. The described phenomenon could give insights, not only to tech-nology teachers but to the teachers of other disciplines, how to utilize virtual and information systems in their teaching in order to enrich students’ learn-ing.

Teaching experimental disciplines to biochemistry majors in COVID times: The dos and don'ts.

Teaching experimental disciplines to biochemistry majors in COVID times: The dos and don'ts.

ХУДОЖНЬО-СПЕЦИФІЧНІ ПРИНЦИПИ ІНТЕГРОВАНОГО ВИКЛАДАННЯ МУЗИЧНОГО МИСТЕЦТВА В ПОЧАТКОВІЙ ШКОЛІ

A system of artistic principles is explained in the article. The peculiarity and use of such principles is essential for the effectiveness of integrated topical musical art lessons. Mastering these principles by a teacher facilitates to understanding a compound artistic content by primary school pupils in interdisciplinary topical lessons, ensures their development in consonance with the world of art, social and natural environment. Together with didactic and other artistic and specific principles they are to control pedagogical process at integrated art lessons and to lead to the achievement of the main objective that is to form a real view of life by primary school pupils.The main condition is the cooperation of a music teacher with teachers of other disciplines, concurrence in realization of common methodological approaches, didactic and artistic principles and methods that facilitate to mastering an integrated complex of artistic content of education by pupils.In the article we proved a synthesizing role of music, its interaction with other kinds of art due to the resonance effect – a basic music characteristic in the process of its perception by pupils. It forms in the pupils’ consciousness ability to inner understanding of multiartistic material (music, literature, art) and ensures the world perception by primary school pupils from the perspective of integrity, artistic and figurative content, perception of world as a true picture.Insufficient work on theoretical consonances that allow to choose and structure a learning material of art disciplines into unified didactic units as a basis for integrated teaching, and unwillingness or inability to use methods that favor to content diffusion of different arts in education process, is an obstructive factor in the integrated processes of art education of primary school pupils.Displaying the different artistic abilities of primary school pupils under the conditions of integrated process at art lessons gives an opportunity to ensure its wider and full artistic development, to broaden a common cognitive base (world perception, thinking, imagination, speech) as a basis for successful mastering other academic disciplines.

Are civics teachers different from teachers of other disciplines in their handling of controversial issues?

Conducting discussions on controversial political issues is an important vehicle to promote students’ democratic values and critical thinking in schools. This schoolwide task cuts across all disciplines and different subject matter. Israeli civics and social studies teachers are often required to touch upon such issues and manage the situations that follow. This study examined whether civics and social studies teachers are different from teachers of other disciplines in their attitudes toward controversial political issues and in their reported behaviors. Civics and social studies teachers scored higher in all the variables related to discussions of controversial political issue and reported more relevant behaviors. In examining the variables that predict teachers’ self-efficacy to conduct controversial political issue discussions, variables that related to professional identity were the strongest predictors alongside pluralistic attitudes. We concluded that teacher training should emphasize the importance of discussions of controversial political issue and develop teachers’ ability to conduct such discussions as part of their professional role.

Professional Development Quality in U.S. Music Education: An Analysis of the 2011–2012 Schools and Staffing Survey

The purpose of this study was to compare differences in the quality of professional development between U.S. music educators and teachers of other disciplines. Data were drawn from the 2011–2012 Schools and Staffing Survey. Factors such as types of professional development, quantity of activities, and levels of satisfaction were analyzed through a series of multiple regressions to determine the relationships between professional development quality for teachers of music and non-music disciplines. Results indicated that music educators were significantly less likely to collaborate with other educators on issues of instruction and engaged in significantly less technology-related professional activity; however, music educators reported significantly higher levels of satisfaction with content-specific professional activity and engaged in significantly more content-specific activity than some higher-stakes disciplines. In light of educational policies and trends, the common assumption that music educators are generally less supported within their schools does not hold true. Implications of this study include the need for music educators to participate in more collaborative forms of professional development. This study also suggests that all educators should receive more time spent in professional learning congruent to the level of engagement espoused by research literature.

Significações de jogo: um estudo com professores de Educação Física

Este trabalho investigou as significações de jogo constituídas pelos professores de Educação Física que atuam nas primeiras séries do ensino fundamental. Utilizou-se a entrevista semiestruturada para analisar: a função do trabalho com o jogo; as significações procedentes de professores de outras áreas e da equipe gestora sobre o trabalho com o jogo e; as condições de trabalho com o jogo. Os resultados revelaram: a tensão entre o competir/cooperar, a desvalorização do futebol e a busca pela ressignificação; a valorização sobre a necessidade de trabalhar a leitura e a escrita, as capacidades físicas e o futebol; sendo que os maiores incômodos encontram-se centrados no objetivo a ser alcançado e no “como”, ao invés de “por quê”. Concluiu-se que o trabalho com o jogo vive um processo de busca de valorização e ressignificação da sua função, o que reitera a necessidade desse olhar historicizado para o sujeito que constitui a Educação Física escolar.

Assessment practices in social studies classrooms: results from a longitudinal survey

PurposeThe purpose of this paper is to present results from three years of a longitudinal “Assessment Attitudes and Practices” survey collected from a large school district in the Southern USA.Design/methodology/approachThis paper focuses on both formative and summative “assessment practices” results from secondary (middle and high school) social studies teachers.FindingsThere was no statistically significant difference between secondary social studies teachers’ use of assessments and secondary teachers of other disciplines, nor was there a statistically significant difference in assessment use by year. Data results by assessment type were ranked in order of how often teachers claimed to use various assessment practices, and discussed in terms of assessment practices recommended by NCSS. Social studies teachers in this study were often more likely to report use of assessments of knowledge (including selected-response items) than performance-based assessment techniques (such as authentic assessments).Research limitations/implicationsThe lack of statistically significant differences in assessment practices along disciplinary lines indicates homogeneity in the use of assessments that does not do justice to social studies.Practical implicationsUsing Common Core standards or not, having a 1:1 technological environment or not, teacher respondents essentially reported using the same assessments, perhaps because high-stakes assessments did not change.Social implicationsThere is a need for professional development that helps teachers see how performance-based assessments can be used to boost student performance on high-stakes assessments.Originality/valueStudies of actual assessment practices (as opposed to ideas about how teachers should assess) are still quite rare, and provide a helpful window in understanding what is actually happening inside schools.

INNOVATIVE METHODS OF TEACHING HISTORY AT MODERN UNIVERSITIES

Introduction. As a discipline, History holds a specific place among disciplines of a humanitarian cycle of educational programs of higher education institutions regardless of university specialities. History plays an important role in the course of formation of a citizen and development of critical thinking of a personality as an element of a common culture. However, new federal standards require a drastic reduction of the classroom hours for studying a History course by students of non-humanitarian specialties, and, at the same time, enhancement of the contents of a discipline (its reorientation from History of Russia towards World History). Therefore, History programmes and courses demand up-to-date approaches, methods and didactic means to provide formation of holistic worldview of future experts. The aim of the article is to consider the features of innovative methods application in teaching history in high school taking into consideration modernization processes. Methodology and research methods. The research undertaken is based on activity and competence-based approaches. The methods of analysis and synthesis of the academic literature on the research topic were used; the methods of reflection and generalization of teaching activities of the Department of Humanitarian Disciplines of theKazanNationalResearchTechnologicalUniversity were applied as well. Results and scientific novelty. A modern view on historical education has been proposed as means of students’ systems thinking formation, designing the ideas about the world historical process among students, the mission ofRussia in this process, and evolution ofRussia as a part of the modern civilization. It is stated that History university course is designed not only to give the students strong subject knowledge, but also to create axiological orientations and abilities on the basis of the analysis of historical collisions, objective and subjective factors of society development. Moreover, modern university History course teaches students to establish casual links, to defend own position with deep arguments, to reproduce and present information streams. Learning activities presented above will definitely help future experts to become competent professionals. Learning objectives can be solved by means of a complex of the following innovative pedagogical technologies: problem-based, design and game methods that stimulate cogitative activity of students; dialogue (interactive) forms of training (case-study, debate, discussion) that promote mutual understanding between a teacher and a student, joint solution of educational tasks, and acquisition of positive communicative skills among students. The case study of new formats of History studying is described; it is shown that introduction of new formats into educational practice is possible only under the conditions when a teacher masters the ways of organization and conducting discussions, develops an understanding of distance education and virtual training environments. Students, for their part, have to demonstrate high motivation and activity, to find independently required data, to process and analyze information including historical original sources. Practical significance . Guidelines for application of interactive methods of teaching history in non-humanitarian universities are provided; recommendations for the organization of independent work of students are given as well. The recom mendations have universal character and can be used by teachers of other disciplines after applying specific content adaptation.

THE ROLE OF EDUCATIONAL PROJECTS IN THE FORMATION OF SCIENTIFIC WORK SKILLS

The aim of the publication is to show the possibility of educational projects in the educational process of the university and the prospects of this method in the preparation of future specialists-mathematicians. Methods. The methods involve: theoretical research methods (analysis of the philosophical, psychological and pedagogical, methodological literature on the topic of research, analysis and training manuals for the course of mathematical analysis, study and generalization of pedagogical experience, conceptual analysis of studies on the problem of the study); experimental (survey, inspection); observational (direct and indirect observation, self-observation). Results. The application of educational projects in the course of studying of the mathematical analysis promoting deepening and expansion of knowledge of pupils is proved on the basis of pedagogical features of design activity. The sequence and results of the project work of students are demonstrated on one of the variants of implementation of the educational project. Scientific novelty consists in the development of a technology to create and perform mathematical training projects. The features of the mathematical analysis and the possibility of formation of skills of scientific work using project activities are demonstrated. Practical significance. The materials and results of the conducted investigation can serve as a basis for further research of methods of effective implementation of project activities in process of studying of the mathematical analysis. The proposed technology can be also used by teachers of other disciplines of a cycle of subject preparation in the system of the higher education by a corresponding correction of the content and forms of educational projects.

Changing the Educational Beliefs of Teachers through an Interdisciplinary Online Teaching Programme: Are Business Teachers Different from Teachers of other Disciplines?

AbstractDue to larger class sizes in business education, a common assumption amongst business teachers is that using a student-centred approach is more difficult. However, an important development in business education is the increased learning possibilities brought by ICT that suggest a more individualised learning experience for students is possible. Nonetheless, many business teachers appear reluctant to embrace technology in the classroom. An online teacher training programme in a cross-institutional partnership was followed by 16 business teachers from three institutes, working with 49 teachers from other disciplines. Data were gathered in an explorative, quantitative manner using the Teacher Beliefs and Intentions questionnaire and TPACK questionnaire using a pre-post test design. The results indicate that business teachers are more persistent in their beliefs and intentions towards knowledge transmission, while teachers from other disciplines became more student-centred. Given that this intensive i...

The Perspectives of Students in the College of Basic Education on the Characteristics of Effective English Language Teachers

This paper presents a research study designed to investigate the characteristics of effective teachers of English and the uniqueness of Teachers of English as a Foreign Language (EFL). The research is based on four general categories: English language proficiency, educational perception, organization and communication skills, social and emotional skills. These general categories will be viewed in the light of students’ perception, the students of English Language at the Faculty of Basic Education in the State Kuwait. The sample was chosen randomly from students of the English Department to measure independent variables Academy in correlation with academic variables. For example, English language courses taken, years of schooling, and levels of English proficiency. The researchers based their research on data collected through a questionnaire based on Lickert’s five-point rating distributed to 150 students. It is expected that the results reveal students’ belief in the importance of the categories listed above with emphasis on the uniqueness of EFL teachers in comparison with teachers of other disciplines. This study contributes to the understanding of what students expect from EFL teachers; in addition, it will enable the understating of what students believe is required from them as teachers of English in the future. It is expected that this study will contribute to the field of EFL in the College of Basic Education and the Department of Education in Kuwait University, as it would reflect what the English Departments in these colleges need in order to increase students’ awareness of the importance and role of EFL teachers.

Exploring Measurement Concepts through Literature: Natural Links across Disciplines

Literature Provides a Natural OPPortunity to motivate middle school students in their mathematics study. Stories are not only a springboard into measurement activities but are also a bridge between the mathematics of measurement and other curricular areas. As middle school teachers increasingly team with teachers of other disciplines, literature offers an opportunity to coordinate lesson content across a variety of fields. The authors' experiences in middle school classrooms have convinced them that middle school students respond positively to stories and to mathematical investigations that are based on the story presentation (Austin and Thompson 1997; Thompson, Austin, and Beckmann 2002).

Grand Canyon Experience Inspires Teachers of Various Disciplines

Participation in field trips is obviously appealing to geology or earth-science teachers. However, geology field trips are also useful to teachers of other disciplines, non-science as well as science. A number of secondary-school teachers of biology, English, and Spanish have participated in our Grand Canyon field trips since 1986. Such teachers have subsequently improved their curricula by applying what they have learned on the trip. These teachers have increased their students' scientific awareness and interest through enthusiastic descriptions of first-hand experiences and concrete visual images through slides, maps, and specimens.

An assessment of high school nutrition education

To assess nutrition education in New Jersey high schools, teachers were surveyed to determine in what departments nutrition was taught, which nutrition concepts were being taught, how much time was allotted for nutrition education, what types of methods and materials were being used, what percentage of students were enrolled in courses where nutrition was taught, and what background the nutrition educator had. Results indicated that few New Jersey secondary school pupils are being exposed to nutrition education in any depth. Home economics teachers are utilizing more varied reliable resources and covering more current concepts than teachers of other disciplines; however, they reach only a small proportion of the student population. Although health teachers have the opportunity to reach the entire student body, they spend little time teaching nutrition; and their background in the field is weak. Results of the study also indicate that teachers need new reliable resources and a variety of new ideas for presenting material.

A complementary mathematics programme for post primary teachers of other disciplines

This paper describes a 3‐year experimental programme of mathematics and mathematical ideas designed to assist in meeting the demand for teachers of mathematical subjects in the immediate post primary sector. The programme comes under the development heading of ‘ complementary studies ‘ and as such was designed to meet the requirements of three essential areas: Foundation studies (one term) Subsidiary subject studies (five terms) Interdisciplinary studies (three terms) As a subsidiary complement, the course has advantages in that it can be paralleled with any major non‐mathematical discipline (e.g. crafts, commerce, art and design, physical education, home economics, etc.) provided an accommodating 3‐hour slot can be found each week of each academic year.