Orientation Of Teachers Research Articles

Application of Computer Aided Design (CAD) and Flat Techniques in Teaching Pattern Drafting by Clothing Lecturers in Universities in South East, Nigeria

The purpose of the study was to investigate the application of computer aided design (CAD) and Flat techniques in teaching pattern drafting by clothing lecturers in Universities in South East, Nigeria. The population for the study was 48 lecturers. The entire number of Clothing lecturers in the above three universities were used because of the manageable size. A questionnaire was utilized for data collection (0.94 Cronbach’s alpha). Data collected were analyzed using mean and standard deviation. The major findings of the study showed that some of the challenges in the application of CAD and Flat instructional techniques in teaching pattern drafting include lack of skills on the part of the teachers, insufficient numbers of computers and insufficient technical support for teachers, among others. Orientation of teachers on the importance of computer aided design instruction, using blended approach in teaching, and use of another pattern drafting technique among others are strategies to overcoming the challenges of CAD and Flat technique of pattern drafting instruction by Clothing Lecturers. Among the recommendations made was that curriculum planners and lecturers should make effort to adopt the use of CAD as one of the instructional techniques in teaching pattern drafting.

A study on the application of flipped classroom model in universities based on learners' perspective

Since the concept of flipped classroom became a hot topic in 2011, it has been practiced in China for 5 years. At present, China has formed a number of online resources and project resources, such as Super Star Video Teaching Network, which provide a rich resource environment for the teaching practice of flipped classroom [1]. Many colleges and universities gradually carry out the flipped classroom teaching mode. However, many students in colleges and universities are resistant to flipped classroom. In order to investigate the reasons for the negative attitude of college students toward flipped classroom, this study conducted an interview survey with seven students from different colleges and universities, with different majors and more experience in flipped classroom. Through the analysis of the interview scripts, it is found that there are problems such as biased teacher's orientation, generalized micro-class videos and lack of in-depth classroom interaction in the application of flipped classroom mode in colleges and universities, and the corresponding improvement measures for the application of flipped classroom in colleges and universities are proposed in response to the problems.

Teacher Interaction with Adolescents’ Parents in Condition of Current Situation of Child Development

This article presents an analysis of the problem of interaction between teachers and parents of adolescents: contradictions of the current situation of childhood development are revealed, the values-based orientations of modern teachers, parents, and adolescents are determined. Based on the synthesis of ideas of environmental and activity-based methodological approaches, strategies of cooperation between teachers and parents, the sequence of actions of a teacher to ensure positive socialization of a teenager are proposed: identification of difficulties of socialization, design of the educational environment, organization of activities for the development of psychological and pedagogical competence of parents.

Životni stilovi i preduzetnička orijentacija studenata - budućih prosvetnih radnika

Based on the importance of the teacher's directions to developing pupils' value systems, value orientation, and professional orientation, the connection between future teachers' value orientation and their entrepreneurial orientation, as an important component of entrepreneurial behaviour, is considered in the paper. The scale of lifestyles and the scale of entrepreneurial orientation are applied. The sample consists of 258 university students from three faculties with departments of education of preschool teachers, class/primary school teachers, and subject teachers. The following results were obtained: the students preferred the working lifestyle, the utilitarian lifestyle, the esthetic lifestyle, and the hedonistic lifestyle (these are the lifestyles oriented toward one's wellbeing) more than the others, and they preferred a lifestyle of orientation toward power and respect less than the others. They assessed their entrepreneurial orientation as moderate. Entrepreneurial orientation as a composite measure and some of its separated components - readiness for risk and competitiveness correlated positively with the level of preferring two lifestyles: the lifestyle of orientation toward power and respect and the lifestyle of Prometheus activism; proactivity correlated with Prometheus activism and altruistic lifestyles, that is, with prosocial lifestyles. The main conclusion is that systematic educational interventions for the development of the entrepreneurial orientation of future teachers are necessary. These interventions should be integrated into future teacher pre-service education both directly as programmes of entrepreneurship education and indirectly as activities enhancing lifestyles and value orientation, which are formative for their professional engagement in the educational process.

TRANSFER OF LANGUAGE SKILLS FROM THE BAMBARA LANGUAGE TO THE FRENCH LANGUAGE: SOME PROBLEMS OF GRAMMATICAL STRUCTURES

The paper focuses on the processes of transfer of linguistic skills from the learners’ mother tongue to the discovered second language. Language transfer and acquisition promote the psychological adaptation and orientation of target learners and teachers. The acquisition of a second language uses the psychological theory which defines the mechanism of reception and production of a new language by the brain. Psychological theory is used to study, develop and implement this paper. An exploratory research method is used to arrive at the results. In this case, the qualitative approach was used to collect qualitative data and information on this subject matter. The aspiration is to describe the challenges that learners face in discovering and using the second language at school. The quality of education depends on the quality of the language of instruction at school.

The transformed value of teacher education policy on the characteristics and examinations in China

This paper mainly reviews the history of value change Of teacher training policy In China, specifically, and summarizes the basic characteristics of value change Of teacher training policy in China, namely, national-oriented value orientation, service social-oriented value orientation, tool rational value orientation and humanistic value orientation. On this basis, the value orientation of teacher's educational policy must be based on people, consistent with the principle of maximizing the benefit of the policy.

Two sides of the same coin? A comparison of research and practice orientation for teachers and doctors

Teacher training and medical degrees prepare students for evidence-based practice. This study examines how the learning opportunities of both programmes qualify students for this. Until now, a large-scale perspective on the university courses of student teachers and medical students in Germany has been lacking. The present study aims to fill this gap by comparing learning opportunities in teacher training and medical degrees. Three research questions are addressed: (1) Are the learning opportunities oriented to research and practice? (2) How are the learning opportunities designed didactically? (3) Which didactic designs are related to research orientation and practice orientation? NEPS-data from student teachers (N = 6322) and medical students (N = 1063) were used for the analyses. On this basis, implications for the design of teacher training learning opportunities are discussed.

EXAMINATION OF LEADERSHIP ORIENTATIONS OF PHYSICAL EDUCATION TEACHERS

The study group of the research conducted to examine the leadership orientations of physical education teachers consists of 329 voluntary physical education teachers working in public and private primary, secondary and high schools affiliated with the Ministry of National Education in Mugla in 2020. In the research where the general screening method was used, data were collected by applying the “Multidimensional Leadership Orientations Scale (MLOS)” developed by Dursun et al. (2019a) to physical education teachers via google form. The difference between the groups was examined by applying the Mann Whitney-U test from the non-parametric tests to the variables consisting of two groups and the Kruskal Wallis-H test was applied to the variables consisting of three groups to the scores of the physical education teachers from the scales. Mann Whitney-U test was applied to determine which groups favored the differences obtained as a result of Kruskal Wallis-H test. As a result of the research, it is seen that physical education teachers have more human-resources leadership orientations in terms of leadership orientations. It was determined that there were statistically significant differences in the structural leadership, human-resources leadership, political leadership and charismatic leadership sub-dimensions of MLOS according to age, professional seniority, managerial status and the variables of the institution studied (p<0.05). As a result, it can be said that the higher human-induced leadership orientations of physical education teachers in terms of leadership orientations may have been due to the fact that physical education teachers, whose target audience is students, have mother, father and friendly approaches to their students or athletes in addition to their teaching roles.

Investigation of Leadership Orientations of Physical Education Teachers and Teachers in Different Branches

Öğretmenlerin çeşitli değişkenleri doğrultusunda liderlik davranışlarına yönelik olan bu araştırma, beden eğitimi öğretmenleri ile farklı branşlardaki öğretmenlerin liderlik yönelimlerinin incelenmesi amacı ile yapılmıştır. Araştırmanın çalışma grubunu 2022 yılında Gaziantep İli Şehitkamil İlçesinde Millî Eğitim Bakanlığına bağlı ilkokul ve ortaokullarda görev yapan öğretmenlerden araştırmaya katılmayı kabul eden gönüllü 126 beden eğitimi öğretmeni, 112 sınıf öğretmeni ve 162 diğer branş öğretmeni olmak üzere toplam 400 öğretmen oluşturmaktadır. Araştırmada genel tarama yöntemi kullanılmıştır. Kişisel bilgi formu ile birlikte Dursun vd. (2019a) tarafından geliştirilen “Çok Yönlü Liderlik Yönelimleri Ölçeği (ÇYLYÖ)” uygulanarak veriler toplanmıştır. Toplanan veriler SPSS 22.0 istatistik programına girilerek güvenilirlik testi, tanımlayıcı analizler ve normallik testi yapılmıştır. Araştırmanın veri toplama aracına uygulanan normallik analizleri sonucunda ölçek verilerinin normal dağılım göstermediği sonucuna ulaşılmıştır. Bu yüzden parametrik olmayan test tekniklerinden yararlanılmıştır. İki bağımsız değişkenin karıştırılması için Mann Whitney-U testi, ikiden fazla bağımsız değişkenin karşılaştırılması için ise Kruskal Wallis-H testi kullanılmıştır. Kruskal Wallis-H testi sonucu elde edilen farkların hangi gruplar lehine olduğunu tespit etmek için ikili gruplar arasında Mann Whitney-U testi uygulanmıştır. Sonuç olarak; ÇYLYÖ’nün yapısal liderlik, insan kaynaklı liderlik, politik liderlik ve karizmatik liderlik boyutlarında branş, cinsiyet, idarecilik yapma durumu ve mesleki kıdem değişkenlerine göre öğretmenler arasında istatistiksel olarak anlamlı farklılıklar tespit edilmiştir (p

CONCEPTIONS OF TEACHING AND LEARNING AND GOAL ORIENTATION OF PROSPECTIVE TEACHERS

CONCEPTIONS OF TEACHING AND LEARNING AND GOAL ORIENTATION OF PROSPECTIVE TEACHERS

Knowledge Transfer in Geography - Reconstructing implicit orientations of Teacher Trainers in exchange processes with researchers using the example of the subject Geography

Abstract The transfer of research findings into teaching practice is often defined as a mutual exchange process between research and teaching practice. In the exchange and handling of new findings, the implicitaction-guiding orientations of teachers in particular are highly important. The present study is dedicated to reconstructing these orientations of teacher trainers of geography, who, as educators of trainee teachers in the second practical phase of the German teacher training system, occupy a unique position between research and teaching practice. Using the documentary method, different orientations of the teacher trainers were reconstructed through multiple group discussions. These were conducted in the context of a one-year training series on new insights into China’s innovation-based economic development. These orientations move along a continuum between instruction and co-construction. From these findings, important insights for future transfer research and practice can be derived.

On Application of Blended Teaching of College English

This article examines the nature and definitions of the term blended teaching, which embodies numerous connotations, including its concept as a strategy, teaching mode, or pedagogical approach. As a new teaching form, blended teaching can integrate the advantages of in-class teaching and online teaching on the premise of changing the orientation of teachers and students, and improve the overall quality and effect of English teaching. In order to give full play to the role of blended teaching in college English education in China, based on the current practices, the article clarifies its limitations and problems in application and put forward corresponding practical strategies and ideas.

Social Issues on the Academic Performance of Secondary School Learners in the Limpopo Province

South Africa, after Apartheid and with a democratic government and newly amended policies, committed to provider equal opportunities to every citizen, including the right and access to education. The purpose of this study, following the state of the education system as it is, is to investigate the social issues that contribute to the poor performance of secondary school learners in South Africa, and specifically the Palala circuit in the Waterberg district, Limpopo. A mixed methods approach was used (qualitative and quantitative) to investigate the possible improvements that could be used to deal with the social issues facing secondary school learners. The target population was 10 secondary schools in the Palala circuit in the Waterberg district, Limpopo. The sample was 10 principals, 10 Head of Departments (HoDs), 10 Life Orientation teachers, and 30 learners, 3 per school in the 10 selected schools. The response rate was 93% and data was collected by using questionnaire surveys and interviews with the same 56 participants. The study revealed the predominant social issues that affect the academic performance of learners in secondary schools in the Palala circuit as poverty, teenage pregnancy, bullying, low self-esteem, and parental unemployment. The strategies to eradicate these social issues are in place and need the input and active participation of all stakeholders, especially government, community members, teachers, parents, and the learners themselves.

Formation of professional and value orientations of the future teacher of technologies during a pedagogical practice

The actualization of scientists' attention to the axiological problems of education is connected with the understanding that positive changes in society indirectly depend on the same changes in the education system. The main criterion of these changes in education is the training of future teachers from the standpoint of awareness of the realities of the modern world. The value orientations of the individual are diverse and depend, on the one hand, on the content of the values, chosen by the individual, on the other – on the degree of assimilation of these values. Universal values are at the heart of the value orientations of the individual, and a future teacher, as a representative of society, must have an appropriate orientation to them. After all, a special role in the general system of professional training of future teachers is given to pedagogical practice, because, as we know, the most successful formation of the personality of the specialist occurs in activities close to her/his future profession. Therefore, today the most important task of teaching and extracurricular in higher education is the formation of a system of value orientations of the future teacher; this will create a basis for enriching the inner spiritual potential of applicants in the higher education system. The purpose of the article is the process of formation of professional and value orientations of future teachers of technology during a pedagogical practice. The research methods. In the course of the research general scientific and pedagogical research methods were used: theoretical: analysis (comparative, systemic, inductive, deductive); synthesis (general scientific, interdisciplinary, interdisciplinary); classification, systematization, generalization; empirical: studying the results of students' activities by analyzing student documentation on pedagogical practice. The results and discussion. The process of formation of professional and value orientations of future teachers in the conditions of their psychological and pedagogical training is considered. At the same time, such an aspect of professional and practical training of future specialists as the importance of the pedagogical practice influence on the process of formation of their professional and value orientations is insufficiently studied. The essence of pedagogical practice is the application by students of psychological-pedagogical and special-methodical theoretical knowledge in the real conditions of the educational process and extracurricular and mastering the methods of professional and pedagogical activities on this basis. Practical training includes all types of practices and is an integral part of the training of future technology teachers. The practical component of the educational process in higher education, namely the specialty «Secondary Education (Labor Education and Technology)», is carried out on a thorough theoretical basis, which in turn consists of psychological and pedagogical, methodological and special disciplines. Conclusions. It was found that an important condition for the professional development of future teachers of technology is the formation of values in teaching, and changes in the value orientations of student youth require revision and introduction of new forms and methods of work in higher education. The essence of the concept of «pedagogical practice» as a component of professional training of future teachers, which complements and enriches the theoretical training of applicants, creates opportunities for consolidation and deepening of knowledge, use of theoretical principles of professional disciplines to solve practical problems. The main aspects, structure and factors of pedagogical practice are studied, its functions are characterized.

ACMEOLOGICAL PRINCIPLES OF PROFESSIONAL TRAINING OF FUTURE TEACHERS

The article deals with the problem of training future teachers based on the acmeological approach. According to the analysis of theoretical sources of recent decades, the relevance of the outlined issue is argued and the need to introduce its basic postulates into the educational process of institutions of higher pedagogical education is proven. The role of acmeological knowledge as a theory and practice of self-improvement of a person through activity, which grants them knowledge about life barriers and ways to overcome them based on reason, higher ethical feelings, and spirituality to achieve success in life, is defined. Modern theories of success (material existence, existential type of life success, etc.) are supplemented with an acmeological concept. In this context, the acme theory of "life success" considers a person as a dynamic system (a person in their development) striving for perfection.
 The teacher's orientation towards success is defined as a prerequisite for upbringing a successful individual – a person of the future. It is proposed to create the acme potential of educational and professional training programs for future teachers by introducing the educational component "Fundamentals of acmeology" into the curricula. The scientific apparatus of the relevant educational component (goal, task, program results) is outlined. The promising lines of teaching the course are revealed based on the general characteristics of the following concepts: "acme" – top, "acmeology" – pedagogy of success, new quality of professional activity. The content of the basic theoretical provisions of the educational component is characterized, the topics of the lecture course tested during the educational process, the practically oriented context of the educational component, educational and organizational measures of its implementation in the conditions of training of future teachers – applicants of the second (educational and professional) level of higher education are presented.
 The peculiarities of conducting practical/seminar classes are revealed using examples. An important aspect of the students' understanding of the concepts of "perfection", "integrated personality development", "self-improvement", "success" is determined by the use of a set of exercises, project tasks, discussion questions, etc. Examples of work on the implementation of practical tasks are considered. Based on the quantitative and qualitative analysis of the results of students' work in practical classes, it is predicted that they will achieve the planned program results, and the prospects for researching the acmeological principles of training future teachers by expanding the arsenal of practically oriented author systems are determined.

Self-regulated learning strategies of Macau English as a foreign language learners: Validity of responses and academic achievements.

Self-regulation is important in enhancing students’ academic performance, yet evidence for the systematic and valid instruments to measure self-regulated learning strategies of college students in an English as a foreign language context is far from robust. This study was situated to develop an evaluation tool to examine the status quo of self-regulated learning strategies employed by college English learners and the associations between the use of these strategies and their academic achievement. A large-scale survey was conducted at a university in Macau to provide evidence of the construct validity of responses to the questionnaire on self-regulated learning strategies. Conceptualized in social cognitive theory, the questionnaire comprised environmental, behavioral and personal self-regulated learning strategies with 48 items weaving into 10 dimensions. Strong evidence for reliability and validity was found. Findings also revealed that students who intrinsically valued and used more self-regulated learning strategies achieved higher academic performance. Students in advanced-level English course reported significantly more frequent use of self-regulated learning strategies than students in medium-level and mixed-level English courses. Our results draw attention to the pedagogical orientation for teachers of English as a foreign/second language in helping students become adaptive learners with self-regulative process.

A PERSONALLY ORIENTED BASIS FOR THE FORMATION OF PROFESSIONAL AND VALUE ORIENTATIONS OF THE FUTURE TEACHER OF A FOREIGN LANGUAGE

An important purpose of Ukrainian education is to create conditions for personal development and creative self-realization for every young person, to form a generation capable of lifelong learning, to create and develop the values of civil society. In the process of teaching the discipline of the socio-humanitarian cycle, the transition from informative and explanatory forms and teaching methods to more active and creative ones, which are aimed at practical and professional application during studies at a higher educational institution, is of particular importance. Value orientations are actual formations in the structure of a person’s consciousness and self-awareness, which begins a series of his essential characteristics as an individual. Personally oriented technology as a purposeful concept of education and upbringing is centred on the student and is aimed at his development, self-improvement, and self-realization of the personal self-concept. The article highlights the importance of personally oriented foundations for the formation and development of professional value orientations of future foreign language teachers through practical activities in the process of studying the disciplines of the social and humanitarian cycle.The implementation of personally oriented technologies for studying the disciplines of the socio-humanitarian cycle and the special course provided for the partnership of the teacher and the student, turning the latter into an active subject of the pedagogical process, built on the ideas of humanism and cooperation. Personally oriented technology as a holistic concept of education and upbringing is centralised on the student and is aimed at his development, self-improvement, and self-realization of his personal self-concept. Procedurally, the use of optimal organizational forms and active methods, built on the basis of practical compatible conscious subject-subject interaction of the teacher and student, became the ways of implementing personally oriented technology.
 Keywords: future teacher of foreign language; values; value orientations; learning technology; personally oriented technology; social and humanitarian disciplines; forming of professional and value orientations; the mechanism of formation of professional value orientations.

The principles of a personality-oriented educational process organization at a university

The paper identifies the place of the problem of personality-oriented education in modern scientific discourse and substantiates the importance of personality-oriented education as a pedagogical tool for educational process organization at a university that provides an optimal combination of interests of an individual, society and the state in terms of development of a students personality as a person and a professional. The multidimensional nature of the problem of a personality-oriented educational process in higher education is shown, an important aspect of which (problem) is the definition of principles of a personality-oriented educational process organization at a university. The meaning of the term principle is specified in the context of pedagogical knowledge. The principles of its implementation adequate to the content of personality-oriented education are revealed and it is substantiated that the principles of implementation of personality-oriented education at a general educational institution and a university are not identical and have specific features. The principles of personality-oriented education and the principles of personality-oriented education developed by scientists are given. The possibility of implementing the principle of the transition of values for oneself into values for another and the principle of the moral and ethical orientation of the educational process at a university is substantiated. The content of these principles is supplemented and their essence is revealed as the principles of organizing a personality-oriented educational process in higher education. The essence of the principle of the transition of values for oneself into the value for another lies in the teachers orientation both to the actualization in their own value sphere of consciousness of values based on the corresponding concepts of morality, their implementation in the educational process, and to the development of the concepts of morality among students, which, directing his thought to another person, including the teacher, to his acceptance, to the recognition of his dignity, etc., and being endowed with meaning, take on the meaning of values moving in the space of relations between the teacher and a student. The essence of the principle of the moral and ethical orientation of the educational process lies in the orientation of the teacher to the development of the concepts of morality, through the prism of which he perceives and interprets pedagogical situations that arise in interaction with students who direct the teachers thinking to search for values that unite him and students when achieving goals and are the criteria for the implementation of the teacher's reflection of pedagogical situations that arise in the educational process of the university.

P02-14 KaziBantu ‘healthy schools for healthy communities' - A holistic approach to enhance health literacy and physical activity in primary schools from low-resourced settings in South Africa

BackgoundThe disease profile of low- to middle-income countries is moving towards one seen in Westernised countries, where deaths are mainly attributed to chronic diseases. Children develop risk factors at a young age predisposing them to noncommunicable diseases in adulthood. Most of the risk factors are preventable through healthy lifestyles. Results from South Africa (SA) show that many children, particularly from marginalized communities, do not achieve the minimal requirements of physical activity (PA). Thus, more emphasis needs to be placed on primary prevention strategies, such as incorporating health promotion interventions within established educational and workplace structures. Primary schools present unique opportunities for holistic prevention interventions.MethodsUsing an ecosystem approach, an interprofessional team of PA researchers, public health specialists and digital innovators, together with partners from the ministry of education and ministry of health in SA, was set up to map and tackle the role of physical education (PE) in the SA school system. Experts identified actionable changes at the school, teacher and policy levels. First, a comprehensive health intervention was developed and implemented in primary schools in low resourced settings in the Eastern Cape of SA. The intervention was followed to learn and adapt. Finally, changes in the educational system will be scaled-up and sustained through governmental institutionalization.ResultsIn 1994 PE lost its stand-alone subject status and became part of Life Orientation. Ever since, non-specialist teachers lack the confidence and understanding to adequately teach the subject. The interdisciplinary team developed ‘the KaziBantu model (Healthy Schools for Healthy Communities)’, to promote PA and healthy lifestyles in public primary schools through two complementary programs: KaziKidz, a PE toolkit for schoolchildren, and KaziHealth, a workplace health intervention program for teachers. Furthermore, Short Learning Programs have been developed for continued professional development of life orientation teachers, thereby introducing lasting changes within the educational system.Discussion/ConclusionPE and health literacy are oftentimes neglected in the SA curriculum, especially in marginalized areas. System-wide changes initiated and sustained through local ownership are critical to ensure long-lasting impact. Our multilateral intervention aimed to achieve this to offer children and teachers a quality education.

Validation of the DigCompEdu Check-in Questionnaire through Structural Equations: A Study at a University in Peru

The technologization of society presents a great challenge for education in the twenty-first century; there is a need to face that challenge to be able to promote quality digital literacy. The use of the teacher’s digital competence in terms of the safe and critical use of technologies is one of the key competencies that can guarantee educational success. The present study analyzes the reliability and validity of the DigCompEdu questionnaire for future teachers within the framework of digital competence improvement. This tool is centered on teacher orientation, with respect to their level of competence, through a self-evaluation of their strengths and needs for improvement in digital learning, according to its different dimensions: digital literacy, communication and collaboration with the organization; search and treatment of data, digital socialization; technological creativity and innovation. For its development, the exploratory and confirmatory factorial analysis (EFA and CFA) technique was utilized via structural equation modeling (SEM). A total of 1659 professors, who are employed at a university in Peru, completed the questionnaire. The analyses that were performed corroborated the reliability and validity of the instrument, as well as the different possibilities guaranteed by the validation method via structural equations. We underline the need to offer training for professors in the area of digital competence and endorse methodologies based on competencies that guarantee the use of valid and reliable tools.