True Teacher Research Articles

British idealist engagements with Mazzinianism, 1858 to 1929

ABSTRACT This article contributes to the scholarship on Giuseppe Mazzini’s impact on British radicalism, through an analysis of British idealist engagements with his life and writings between 1858 and 1929. Section one introduces the topic. Section two sketches a background for the analysis, highlighting Mazzini’s place within the milieu of European exiles living in Britain from the 1840s to the 1870s, ultimately focusing on Mazzini’s engagements at Oxford. Section three explores the ways in which, despite areas of agreement, ultimately the Weltanschauung of the foundational figure in British idealist social and political thought and practice, Thomas Hill Green, differed fundamentally from that of Mazzini. Section four argues that despite these fundamental philosophical differences, Green’s practical political theory drew directly on Mazzini’s writings, although differing over the crucial issue of the proper role of the state in the republic. From this basis, section five analyses the engagements with Mazzini’s writings by the next generation of British idealists, especially John MacCunn. The analysis concludes that although in 1881 Toynbee had reasonable grounds for characterising Mazzini as ‘the true teacher of our age,’ this claim became increasingly unsustainable from the late 1880s onwards, as evolutionary theory came to ground British idealist political thought.

Factors affecting professional identity formation of basic medical sciences teachers in Pakistan: a phenomenological analysis of interviews

IntroductionTeachers can perceive themselves as a true teacher and act as one only if they have a strong professional identity. This study aimed to identify factors that shape the unique professional identity of basic medical sciences teachers in Pakistan.MethodsA qualitative study was performed using the concepts of phenomenology and purposive sampling. A 20-item text-based interview was conducted by sharing a Google Form link with basic medical sciences teachers from select institutions. Iterative data collection and analysis were performed until data saturation was attained.ResultsA total of 40 participants took part in the study. Nine categories were identified and grouped into two major themes: four personal and five environmental factors. Personal factors included characteristics, preferences, religious values, and professional development. Environmental factors included community of practice, students' feedback, administrative support, work environment, and societal apathy. Among these factors, aptitude, family preference or work-life balance, hard work, dedication, and effect on parenting were more evident in women. By contrast, passion, experience, complacency, and unique identity were the prominent factors.DiscussionCommunity of practice [31 (77%)], passion for teaching [21 (52%)], students' feedback [18 (45%)], work-life balance [16 (40%)], and religious values [13 (32%)] were the primary positive contributors to the identity of basic medical sciences teachers. By contrast, poor administrative support [8 (20%)], negative work environment [11 (27%)], job dissatisfaction [7 (17%)], societal apathy [4 (10%)], and lack of opportunities for professional growth [6 (15%)] negatively impact the professional identity of basic medical sciences teachers.

드라마 “블랙독” 속 사회 초년생 중등 교사의 말행동 분석

The purpose of this study was to analyze the speech act surrounding high school fixed-term Korean language teachers, who are new to society, among the discourse in the drama “Black Dog”(2019-2020), and to examine the process of teachers finding their job identity through various experiences at school. After the researcher directly copied the drama video in the part where the main character appeared, the discourse to be studied was repeatedly reviewed by referring to the drama analysis factors. Therefore, appropriate data were collected and reasonable analysis results were obtained. As a result, a total of four speech act patterns were derived. First, there was a part that “raised firm beliefs” about his educational view. Second, there was a scene in which the main character “experienced trial and error”. Third, there was a part where a fellow teacher, a helper, “advised or led” to the protagonist experiencing trial and error. Fourth, in the process, fixed-term teacher, who was new to society, eventually 'awakened and solved problems'. Through the knowledge, skills, and mindset gained there, he became a true teacher.

A Study of Job Involvement Among Teacher Educators

Dr. Sarvepalli Radhakrishnan has written that "The place of a teacher in the society is very important. He is the center of transmitting intellectual traditions and technical skills from one generation to another and helps in advancing civilization. A true teacher is a student for life. Remains in the words of Rabindranath Tagore, a teacher can never teach in real sense as long as he himself is still learning. A lamp can never light another lamp until its own flame is burning. Transfer is the main means of protection and promotion, so education of any country can be understood only in the context of its culture. Teacher is a very important link in the process of education and in fact he is the guardian of the future of our children. It has been said to remove the darkness of ignorance and to illuminate the path of humanity by showing the light of knowledge. The Kothari Commission (1964-65) has also called teachers as nation builders. The meaning is that the teacher is more than an ordinary social person. Character is generous, tolerant, kind and modest Participation in work is an essential behavior related to job. Job involvement shows how dedicated a teacher is towards his job. If a teacher has high involvement with his job, he can get better results in the academic development of his students and in his own professional development. A good job involved teacher can never do things like negligence towards his work, being absent from work, not doing his work properly and not being loyal to his organization. If a teacher is not involved towards his job, then it affects the achievement of the students and which has a direct negative impact on the organization and the society. The research has been conducted to study the job involvement of teacher educators.

Signal Weighted Teacher Value-Added Models

This study introduces the signal weighted teacher value-added model (SW VAM), a value-added model that weights student-level observations based on each student’s capacity to signal their assigned teacher’s quality. Specifically, the model leverages the repeated appearance of a given student to estimate student reliability and sensitivity parameters, whereas traditional VAMs represent a special case where all students exhibit identical parameters. Simulation study results indicate that SW VAMs outperform traditional VAMs at recovering true teacher quality when the assumption of student parameter invariance is met but have mixed performance under alternative assumptions of the true data generating process depending on data availability and the choice of priors. Evidence using an empirical dataset suggests that SW VAM and traditional VAM results may disagree meaningfully in practice. These findings suggest that SW VAMs have promising potential to recover true teacher value-added in practical applications and, as a version of value-added models that attends to student differences, can be used to test the validity of traditional VAM assumptions in empirical contexts.

The teacher, which not receive a marks

Shalva Amonashvili are prominent Georgian teacher and psychologist and organizer of experiment of «education without marks». He are defending ideals of humane pedagogics. Amonashvili are criticizing authoritarian pedagogics for lack of attention to personality. He are criticizing imperative influence of mark. The marks are evokes anxiety in children. Therefore Amonashvili not receive a marks. He are building education from position of pupil. Children are free expressing own opinion. They not afraid to play pranks. Amonashvili treat with respect to little imps. They are cheerful and clever children. Little imps are dreamers and creators. They are helping others to be playful and active children. Amonashvili are regarding to children as to assistants. He are consulting with pupils about decision of various problems. Amonashvili are democratic teacher. The discussion is basis of relation between teacher and pupil. Children not afraid to discuss with teacher. Amonashvili taking an interest to out of school life of pupils. The child's passions are in focus attention of teacher. Amonashvili are discovering talents in child's passions. The school is not using creative potential of child. Because teachers are building education on cramming. Therefore the pupils not study to think and to create. Child must to develop all his inner reserves. Amonashvili against orientation of education only on memory of child. The creative development of child is very important condition of education. Therefore the teacher must to build of education on creative basis. Children must to invent tales, poems and sums. Amonashvili are seeing modern education as creative co-operation between teacher and pupil. Children are proposing their ideas about contents of lessons. Amonashvili are against limitations of knowledge. Teacher must over step the limits of curriculum. He must to propose knowledge on basis knowledge of life of child. Amonashvili as true teacher are teaching in atmosphere of humanity and trust and respect.

TƯ TƯỞNG HỒ CHÍ MINH VỀ “CHUẨN” CỦA NGƯỜI GIÁO VIÊN NHÂN DÂN - MỘT CÁCH TIẾP CẬN

Ho Chi Minh's ideology on education is a system of comprehensive and profound perspectives, which includes his conceptions of the role and standards of a teacher. On the basis of theoretical research method, statistical method and the study of his speeches and articles, as well as inheriting the research results of previous works on Ho Chi Minh, the article aims to clarify Ho Chi Minh's conceptions of the role and standards of teachers in the Ho Chi Minh era. Research results show that in Ho Chi Minh's point of view, “without a teacher, there is no education” and that a true teacher must ensure ideological, professional and ethical standards. The above conceptions seem to be the implication of the problem of teacher training in pedagogical universities in the context of educational innovation and comprehensively meeting output standards.

Responding to Socioeconomic Diversity in the European Union (and to Steven Klein’s Essay) with Democracy-Enhancing Conflicts Law

Responding to Socioeconomic Diversity in the European Union (and to Steven Klein’s Essay) with Democracy-Enhancing Conflicts Law

Measuring and Summarizing the Multiple Dimensions of Teacher Effectiveness

There is an emerging consensus that teachers impact multiple student outcomes, but it remains unclear how to summarize these multiple dimensions of teacher effectiveness into simple metrics that can be used for research or personnel decisions. Here, we discuss the implications of estimating teacher effects in a multidimensional empirical Bayes framework and illustrate how to appropriately use these noisy estimates to assess the dimensionality and predictive power of the true teacher effects. Empirically, our principal components analysis indicates that the multiple dimensions can be efficiently summarized by a small number of measures; for example, one dimension explains over half the variation in the teacher effects on all the dimensions we observe. Summary measures based on the first principal component lead to similar rankings of teachers as summary measures weighting short-term effects by their prediction of long-term outcomes. We conclude by discussing the practical implications of using summary measures of effectiveness and, specifically, how to ensure that the policy implementation is fair when different sets of measures are observed for different teachers.

From the editor

This February marks a quarter of a century since the death of Vyacheslav Avksentievich Manassein, a man who was "the living conscience of a Russian doctor" during his lifetime. The tremendous experiences that took place after the death of V. A-cha blocked his bright image from the eyes of the modern generation of Russian doctors. Now that our life has entered a calmer channel, the editors of the Kazan Medical Journal consider it their duty to remind fellow doctors about this true teacher of life and his precepts, especially since V. Ah was a Kazan by origin, and the editor of the Journal had the good fortune to be one of - alas! - the few who survived, his direct disciples.

Vyacheslav Avksentievich Manassein. Biographical sketch (with portrait)

February 13 Art. Art. 1926 will mark 25 years since the great doctor-teacher of life Vyacheslav Avksentievich Manassein left us, and all the good things associated with this dear name vividly rises before our eyes. The past 25th anniversary, outstanding for its grandiose events in Russian life, will forever remain memorable in the history of the country; but it overshadowed by its magnitude much that had happened before these years, including the glorious life and the charming figure of the doctor-teacher, who played a certain role in the preparation of the events experienced. The duty of us, who had the unforgettable happiness of learning from Vyacheslav Avksentievich, is to revive in the memory of contemporaries and give young doctors at least a faint sketch of who was and what the clergyman of the secular church, a true teacher of life and friend of the disadvantaged, was doing. His life was unusually modest and simple, without any loud and brilliant speeches and events, proceeding in tireless work and care for others; but, as a true teacher of life, V.A. can stand next to two outstanding Russian doctors: N.I. Pirogov and S.P. Botkin.

A True Scholar, Teacher and Friend

There are certain people who have a special aura about them, who have a light that shines brighter, who know a lot about a lot of things, but are also humble and work for the success of others, not just their own. Peter was clearly one of those people. He was a wonderful person in all respects, with a warm spirit and endless generosity, who left his mark on everyone who had the good fortune of meeting him. While I have several great memories that I cherish deeply, I will never forget how welc...

Teaching college chemistry in the time of COVID-19 pandemic: A personal account of teaching in the old normal vs. the new normal

The SARS CoV-2 (Severe Acute Respiratory Syndrome CoronaVirus 2), cause of COVID-19 (CoronaVirus Disease 2019) has afflicted close to 10 million people all over the world resulting to almost half a million deaths. This disease is severely contagious and necessitates social or physical distancing between persons. As such, traditional face-to-face learning is not advised and teachers need to shift to online teaching. There are challenges to online teaching and learning for students, teachers, and the higher education institute, e.g. hardware, bandwidth, and software issues. These will be difficult but these can be overcome eventually. This work is a personal account of the old normal or traditional way of teaching Organic Chemistry and the transition to the new normal of teaching on-line. On-line teaching can be as effective as traditional teaching but everyone has to put in effort and participate in training to get used to this. In the end, it is the teacher’s being a true teacher that matters, that the teacher teaches to the best of his or her ability even during this time of the COVID-19 pandemic.

Kulliyyāt-i-Mazāq کُلِّیَّاتِ مَذَاق POEM NO. 4

In this poetical composition No. 4 in Kulliyyat-e-Mazaq, the poet Shaykh Ahmad Hussain Mazaq has highlighted the significance of teacher / spiritual leader / murshid / مرشد / guide / trainer. A true teacher or spiritual leader helps a student or follower to remain on true path. The poet here has shown his misfortune that he could not have a teacher or guide to remain on right side. This paper covers Urdu text, roman transliteration, English translation and commentary. The commentary is critical evaluation of the poets message to its readers.

DAMPAK PEMBELAJARAN REFLEKTIF BAGI CALON GURU AGAMA KATOLIK TERHADAP PANGGILAN KEGURUAN

Many research has been done on reflective learning. Various studies have shown that reflective learning has a positive impact on students in capturing learning material. Seeing the results of the study, researchers wanted to see how reflective learning can help prospective Catholic teacher teachers increasingly become teachers. Becoming a true teacher is a noble calling, even more so becoming a religious teacher. Because being a religious teacher is not enough to just convey material or transfer knowledge but it must also be accompanied by example in everyday attitudes and actions. Based on the situation above, the researcher formulated 2 problems. First, what is the reflective learning model given to prospective Catholic teachers? Second, how does reflective learning impact Catholic teacher candidates on teacher vocations? This research uses descriptive qualitative research. Data collection techniques were carried out using the FGD (Focus Group Discussion) method. Analysis of qualitative research is inductive. Based on the results of the study, it was found that reflective learning had a great impact on the vocational vocations of Prospective Catholic Religious Teachers. Thus, reflective learning models really need to be developed in the learning process for prospective religious teachers.

What hurts or helps teacher collaboration? Evidence from UAE schools

Despite the positive impact of collaborative school cultures on teachers’ professional growth and student achievement, it is difficult to create such a culture. This study explores the types of school cultures in one school district in the United Arab Emirates (UAE) to identify factors that could foster or inhibit true teacher collaboration. Data consist of quantitative survey responses from 361 teachers in 24 schools, and the results of follow-up qualitative interviews with 14 teachers representing 4 schools. Results show that the most common types of school cultures were contrived collegiality and comfortable collaboration, and that true collaboration was the least common. There is also evidence that when teachers’ work is governed by mandated learning outcomes, students’ assessment requirements, and external accountability demands, teachers lack the time, autonomy, or willingness to create a truly collaborative work culture. The study concludes that teacher autonomy and internal accountability are key elements for creating truly collaborative cultures in UAE schools.

True Teacher Is the One from Whom You Want to Learn All Your Life

True Teacher Is the One from Whom You Want to Learn All Your Life

Halide Edip’te Eğitim Fikri ve Onun Talim ve Terbiye İsimli Eseri

Halide Edip, who was a prominent female author in literature and philosophy during 2nd Constitutional Monarchy Period, worked for the establishment of girls’ schools in early constitutional monarchy. Her utopian novel Turan, which is considered her most important work on women's movement, women established schools in Erzurum in addition to Istanbul. Halide Edip, after the declaration of the 2nd Constitutional Monarchy, wrote significant number of educational articles in newspapers and journals such as Tanin, Musavver, Turkish Land, etc. Education of women was very important for her. Because, it is not possible for women to benefit from any women’s rights without education. She considered women as the first teacher of future generations. After the declaration of the 2nd Constitutional Monarchy, a new type of people was required for the new administration. For the new type of people; 1. New education and instruction 2. Teachers and mothers who would conduct the new education were required. However, the Turkish women were not ready for this change. Halide Edip authored her book titled “Education (Talim ve Terbiye)” during the years when she worked as a teacher in Istanbul Girls' Teacher Training School (Darulmuallimat). The manuscript was written by adding her own ideas to the Turkish translation of the book “The Psychological Principles of Educational Science” by the English educator Horn. In addition to her general ideas on education, Halide Edip provided certain recommendations for teachers in her book “Education”. One of these recommendations was about the textbooks. According to her, the book is and should be a guide. It should never be an order that should be memorized. When a teacher does not agree even with certain issues mentioned in a textbook, she or he should have the courage to express this in the classroom during instruction. A true teacher is not a teacher of the books, but a teacher of the truth. The textbooks should be only one of the tools that the teacher utilizes.

Adult leadership and the development of Children’s Spirituality: exploring Montessori’s concept of the prepared environment

ABSTRACTThis article explores Montessori’s concept of the Prepared Environment, which includes adult leadership, as an important contribution to the field of Children’s Spirituality. Montessori elevated the spiritual development of children to a central place in social life. She advocated preparation of the teacher as a community leader who works through the environment to guide a pedagogically-oriented process that underpins spiritual development. This model of leadership offers the child a reciprocal relationship with the Prepared Environment, which operates as the child’s true teacher. The preparation of the adult, as an element of the Prepared Environment, has a spiritual tone and is a key aspect of Montessori science and philosophy, designed to support the holistic development of the child as both a hope and a promise for human beings.

Review Essay: The jurist as true teacher of law

Review Essay: <i>The jurist as true teacher of law</i>