Views Of Teacher Research Articles

The Influence of the Humanistic Ideas of H. S. Skovoroda on the Education of a Holistic Personality (on the Occasion of the 300th Birthday)

By the 300th anniversary of H. S. Skovoroda, the article reveals the scholar’s cultural and pedagogical heritage, the actual views of the innovative teacher in accordance with modern problems of education. The purpose of the article is a theoretical review of the educational system of H.S. Skovoroda as the foundation for the formation of a holistic personality based on the principles of humanism. The purpose and objectives of the education and upbringing system of H.S. Skovoroda are analyzed from the point of view of the humanistic approach, which is the ground for the formation of the national consciousness of the younger generation.The research leads to the conclusion that the educational system of H.S. Skovoroda is aimed at the formation of a holistic personality. The scholar stressed the importance of creating a new, fair society, through the introduction of general education, self-actualization and self-education of an individual. The result of the formation of such a personality in the educational system of H.S. Skovoroda is the development of moral qualities, namely: love for their homeland, devotion to their people, tolerance towards others.

Students' Views of Teacher’s Feedback in L2 Writing Class

The objective of this study was to scrutinize the nature of corrective feedback delivered by instructors in English as a Foreign Language (EFL) classrooms and to delve into the perspectives of students who received such feedback from their educators. The study seeks to explore the diverse forms of corrective feedback utilized by instructors to address flaws or errors in students' writing practices, while also examining students' perceptions of this feedback subsequent to the correction process. The research was conducted at a private university situated in Bekasi, employing a qualitative descriptive approach. Data collection encompassed the distribution of questionnaires and the conduction of interviews. This study reveals that instructors furnish students with five distinct types of feedback. The results indicate that Lexical Feedback is consistently provided to all students, closely followed by Grammar Feedback. Additionally, a majority of students frequently receive Structural Feedback. Insights from the interviews highlight that a substantial number of students exhibit a favorable disposition towards the various forms of corrective feedback employed by the instructors. Moreover, this research underscores the imperative of integrating corrective feedback into the English language instruction for students learning English as a foreign language (EFL).

Investigation of Traditional and Web 2.0 Supported (A Sample of Kahoot) Formative Assessment and Evaluation in Science Course

The purpose of this study is to examine the views of the course teacher, students’ and participant researcher’s field notes about traditional (smart board, pen and paper, oral) and Web 2.0 supported (A Sample of Kahoot) formative assessment in 5th grade science course. The study employed case study design. The participants of the study were a science teacher, 58 students and a participant researcher. The data of the study were obtained from a semi-structured teacher/student opinion form and field notes consisting of the participant researcher’s observations. The data were analysed descriptively with Maxqda Plus software. At the end of the study, common positive views on traditional and Kahoot formative assessment were determined; however, in Kahoot formative assessment, it was determined that the teacher had difficulty in classroom management (too muchnoise in the classroom environment). In the traditional formative assessment process, students stated that they disliked solving the questions on the board incorrectly and in the Kahoot formative assessment process, they disliked the competitive environment in the classroom. In line with these results, it can be said that in order for formative assessment to achieve its purpose, teachers need in-service training on classroom management and creating a classroom environment where students feel comfortable.

Sustainable Leadership And Learning Organization Relationship in Schools: A Mixed Method Research

Purpose: The purpose of this research is to determine, according to the views of primary school teacher, the sustainable leadership behaviors of school principals and the relationship between sustainable leadership and the formation of schools as learning organizations.
 Methodology: This study aimed to determine the relationship between the sustainable leadership behaviors of school principals and the formation of schools as learning organizations in public primary schools located in Yozgat, Turkey. A mixed- methods approach, was employed in the study, which utilized both quantitative and qualitative methods. The quantitative portion of the study utilized a "predictive correlational design," while the qualitative portion utilized a "phenomenological design" to examine the research question.
 Findings: The research findings indicate that school principals exhibit high levels of sustainable leadership behavior based on the average scores given by teachers. In terms of dimensions, the highest average scores were obtained for deep learning. According to teachers opinions, the average scores for a learning organization were also found to be high. The highest average score in terms of dimensions was for team learning. A positive relationship was discovered between sustainable leadership and organizational learning. Qualitative results indicated that school principals who scored high in all dimensions of sustainable leadership provided more answers. Similarly, when examining qualitative results related to organizational learning, it was discovered that school principals who scored high in all dimensions of sustainable leadership also provided more answers.
 Highlights: The literature on sustainable leadership in educational organizations is very limited. Therefore, sustainable leadership perceptions in educational organizations can be examined by considering different concepts together. The relationships between these concepts and their impact can also be examined. Based on the views of primary school teachers, this study suggests that sustainable leadership has an impact on the learning organization. New studies can be conducted on other samples to compare the results of this study, and to investigate the impact of sustainable leadership on educational organizations further.

K.D. USHYNSKYI ON THE BASIC PRINCIPLES AND CONTENT OF EDUCATION IN EDUCATIONAL INSTITUTIONS

The article deals with analyzing and revealing the pedagogical heritage of K.D. Ushynskyi, the main principles, namely (the principle of visibility, accessibility, awareness and activity, consistency and regularity, strength of knowledge, connection of learning with life, emotionality, combination of interest and responsibility, timeliness, independence of students, science, etc.,), as well as the content of education in educational institutions. Emphasis is focused on the importance of studying the pedagogical views of the outstanding teacher in terms of reforming and improving the system of higher education in Ukraine.

A primary school head teacher’s experience of pressure to join a multi-academy trust

This commentary outlines the views of a current head teacher after receiving increased marketing and persuasive letters from multi-academy trust (MAT) chief executive officers (CEOs) in an attempt to expand their MATs. Following the Department for Education’s academisation programme, which aims to convert all schools in England to MATs by 2030, this reflection highlights the implications of the programme and reflects, from an insider’s perspective, on the author's concerns about this approach for the communities, which will lose local leaders with autonomy and see them replaced with CEOs who have multiple interests, other than those of the local schools.

Evaluation of Physical Education and Sports Candidate Teachers views on Distance Education

The aim of this study is to evaluate the views of Physical Education and Sports Candidate Teacher studying in sports education units of universities about Distance Education and to determine the relationship between them. A total of 148 teacher candidates, 79 (53.40%) female and 69 (46.60%) male, studying in different departments of the Physical Education and Sports School of Kafkas University participated in the study. IBM SPSS Statistics v22 package program was used in the statistical analysis of the data. The skewness and kurtosis test were used to test the data for normality and it was determined that the data did not have a normal distribution. In order to evaluate whether the data is homogeneous; “Anova-Homogenety of variance” test was applied and it was determined that the data were not homogeneous. It was observed that the total score average of the "attitudes towards distance education" of the Physical Education and Sports School students was 103.50±13.02. When examined in terms of gender, it was determined that the mean score of male students was 105.02±13.41 and that of female students was 102.16±.12.60. When examined in terms of place of residence, 86 (58.10) students living with their families are 104.44±12.15, students living in student housing/own house 31 (20.90) are 100.70±15.95, 15 (10.10) in dormitories. 105.06±5.16 and lastly 102.37±16.33 points in 16 of the relatives (10.8) households were determined. When examined in terms of the department, it was found that the 43(49.3) department of Teaching was 102±78, the coaching department was 30(20.30), 103.36±8.15, and finally the 45(30.4) department was found to be 104.75±11.96. As a result; in the study, in which the opinions of the students studying in the sports education institutions of the universities about Distance Education are evaluated, it is seen that it is similar to the literature and is in an acceptable range. Keywords: Physical Education and Sports, Candidate Teachers, Distance Education

Investigating the Virtualized Cultural Heritage of Piri Reis with Social Participation and Map Literacy Skills

In this study, it was aimed to transfer Piri Reis’s 1513 world map into an interactive and dynamic environment to reflect social participation and map literacy skills of pre-service social studies teachers, to determine the reflection of the skills from the views of the pre-service teachers and the information they have structured in the database. In this sense, the virtualized map was integrated into a geographical information system application developed by the researcher. This research, in which a qualitative research approach was adopted, was carried out as a case study. The views of the pre-service teacher’s skills and environment were evaluated with content analysis, and their reflection skills were evaluated with descriptive analysis. Eighteen students determined with the maximum diversity sampling method participated in the study, which lasted for two and a half months. It was concluded through the findings obtained from the views of pre-service teachers that social participation and map literacy skills could be reflected in various dimensions, the map could be interpreted collectively with social participation and map literacy skills, and cultural heritage could be transformed into a form of instructional technology. It was determined that the general views of pre-service teachers regarding this environment were mostly positive and the environment beneficially enabled them to discover cultural heritage, developed various skills and gave different perspectives. Still, some pre-service teachers remained passive in the environment. In the findings obtained from the database of the virtualized map, it was determined that the sub-dimensions of map literacy with social participation skill were mostly reflected in the form of understandinginterpreting symbols, finding location - coordinate, measuring distance, finding direction, reading - interpreting a map, but not reflected in using scales.

Views of Turkish EFL teacher trainees toward technology-integrated PBL practices

Problem-Based Learning (PBL) is increasingly becoming popular in teacher education, just like the prevalence in the use of Modular Object Oriented Dynamic Learning Environment (Moodle) which is an instructional socio-constructivist online tool providing collaborative learning. PBL where learning occurs through real-life problem solving practices is also included in the constructivist approach. This study was designed as a mixed methods research which English as Foreign Language (EFL) teacher trainees were involved in PBL through Moodle with the aim of solving problems related to language teaching and learning which they encountered at practicum schools. Participants were 93 EFL teacher trainees studying at a state university in Turkey. The study aimed to reveal the participants’ views of their PBL experiences within the scope of a Materials Evaluation and Adaptation Course. Data were collected through questionnaires and interviews; and analyzed through descriptive statistics and content analysis consecutively. Results demonstrated that the teacher training activities delivered through PBL yielded promising benefits for EFL teacher trainees’ professional development despite some minor flaws faced in the process. Thus, PBL can be considered as a useful method to deliver such courses offered in any branches of teacher education.

DESIGNING OF LEARNING ACTIVITY FOR EXPLICATING NATURE OF SCIENCE

This study was aimed at clarifying the learning activities for explicit Nature of Science (NOS) which provide through context based STS (Science, Technology, Society) learning approach. The study followed the 4-D procedure but in this article only was presented up to the third step. These steps included define, design, and develop. The data were gathered through expert judgment by chemistry educator for product revision. The views of the chemistry teacher were explored through a closed-questionnaire that was analyzed by percentage. One of learning activity plan have arranged. The learning activity with context based STS approach consists of 5 stages including identification of social issues/history, identification of potential solution, need for knowledge, decision-making, and socialization and completion decision stage. Chemistry teachers’ view toward the feasibility of learning activity plan was good. The learning activity was developed with topic a history of the Father of Modern Chemistry for grade 10th. The findings show thatt his learning activity is able to help teacher for teaching NOS in classroom and foster students’ NOS through a historical story.

Mathematics and Mathematical Literacy on the Career Podium – Sharing Gold?

This article presents balanced views of Mathematical Literacy (ML) and Mathematics (M), from both an analytical perspective and the subjective perspectives of teachers and learners. From the analytical perspective, policy documents and the literature spanning the period from the inception of ML to date are reviewed. Glimpses into the subjective views of teacher and learners come from a case study that involved interviewing a teacher and her learners with a view to understanding how Grade 10 learners and their teacher compared not only the nature of the two subjects but also the teaching and learning strategies associated with M and ML. Our case study confirms to a great extent the sentiments of the researchers, this time from the raw and uncensored views of those teaching and learning the subjects. Triangulating our exploration, we integrate policy, research and experience to redefine the nature, interconnectedness and equal standing of ML and M. In the light of the argument presented, the perceived existing boundaries between M and ML are challenged. The purpose is not to pull down the image and value of M, but to raise the popular image and perceived value of ML to the level of a dignified partner in the mathematics education gallery. We want to advocate the opening of higher educational courses and subsequent career pathways exclusively requiring ML as a prerequisite, justified on basis of the superior problem-solving and other valuable capabilities nurtured within our conceptualisation of the funds of knowledge associated with ML.

Tensions and the Teacher’s Role in Student Teacher Identity Development in Primary and Subject Teacher Curricula

ABSTRACTThis paper describes a 2-year follow-up study on teacher identity development in different types of teacher education programmes. Teacher identity development was analysed with a focus on student teachers’ views of teacher’s roles and tensions experienced during their studies. Student teachers (n = 20) were interviewed at the beginning and end of the master-level studies. Three types of tensions were identified: (1) conception of self versus professional role, (2) role expectations versus university training, (3) and multiple professional role expectations. The follow-up study showed that tensions tended to accumulate to some extent. However, successful consolidation of tensions appeared to depend on how the student teachers were able to recognise resources at their disposal, with implications for organisation of reflection support in teacher education.

The nature of the relation between pre-service teachers’ views of an ideal teacher and their positive memories of biology and geography teachers

Literature acknowledges that pre-service teachers’ memories of their past might influence how they see their future as teachers, and thus on the construction of their teacher identity. However, we know little about the nature of the relation between pre-service teachers’ views of the ideal teacher and their memories of their own school teachers, particularly regarding specific subject disciplines, such as biology and geography. This study addresses the significance of this relation. Narratives from three pre-service elementary teachers reveal that positive memories of biology and geography teachers and future-oriented reflection connect their past and the ideal teacher. The findings suggest that just one positive memory can have far-reaching significance. In addition, their views of the ideal teacher were found not to be subject-specific. Finally, suggestions for teacher education are presented.

TYPES OF MEDIA AND TEACHING TECHNIQUES IN TEACHING SPEAKING AT SMP BRAWIJAYA SMART SCHOOL MALANG

The aims of this research is to find out the teaching techniques and media used by the English teacher in teaching speaking to the seventh-grade students at SMP Brawijaya Smart School Malang. This is a case study research design. Instruments of this research are observation sheets, interview guides and documentation. The researcher observes all of the English teaching processes at the seventh-grade class. The researcher also interviews teachers and five students to get additional information. The documentation is used to confirm the data from observation. The result of the research shows that the English teachers use various teaching techniques namely question-answer display, translation, drilling, and discussion. The English teachers also use various teaching media namely human, printed, visual media and multimedia. However, the English teachers mostly use the question-answer display as teaching technique and printed media as the teaching media. Most students are interested in teaching techniques and the teaching media used by the teacher in teaching speaking. Based on the finding, the researcher has several suggestions for the English teacher and also for a further researcher. For the English teacher at SMP Brawijaya Smart School, the researcher suggests the teachers keep good things of teaching techniques and teaching media because the techniques are interesting. However, it will be better if the English teacher can give other teaching techniques and teaching media. Besides, it can also give the other views of the English teacher on teaching technique and teaching media. For further researchers, the study with a similar topic, the researcher suggests further researchers explore on more specific focus dealing with teaching technique or teaching media by conducting a research on more specific focus, it can be analyzed more deeply.

Pre-Service English Language Teachers Views of The Effective Teacher and Teaching

Pre-Service English Language Teachers Views of The Effective Teacher and Teaching

MAINTENANCE OF STUDENTS’ CODE OF CONDUCT IN DEVELOPING SCHOOL DISCIPLINE

This study was conducted to investigate the students’ conduct in developing school discipline at secondary school level. In this research paper, an attempt has been made to investigate the students’ conduct as perceived by the principals and class teacher, to compare the views of teacher’s position and experience regarding students’ conduct and to explore strategies for developing positive conduct amongst the students for secondary school discipline. A descriptive research design was adopted for the study. All the principals of boys’ secondary schools and their teachers of secondary classes (9th & 10th) of District Swabi, Khyber Pakhtunkhwa were the population of the study. Simple random Sampling technique was used for the selection of respondents. From 75 boys secondary schools, 22 principals and 39 teachers having experience more than 10 years responded to a self-developed questionnaire. Data were analyzed through frequency distribution, percentage, mean, standard deviation and t-test. Students’ conduct in schools and with their teachers was found below average and a significant difference exists between perceptions of school principals and teachers. Respondents with different experiences have similar views regarding students’ code of conduct. A proper code of conduct may be developed and displayed for developing school discipline and teacher should prove himself as a role model for students and psychological techniques should be used.

How real and model visuals affect the test performance of elementary students

Previous studies have provided evidence that multimedia support is an important factor in test performance. However, few studies have compared the effects of real visual and model visual on test performance. The purpose of this study was to determine the effects of the model visual and real visual supported test items on elementary students' test performances in math. For this purpose, a math test designed in three types: text only, text + model visual, and text + real visual. The tests were applied randomly to 99 fifth-grade students. The study was designed with a post-test control group as a quantitative-dominant mixed method research. It was concluded that visual support in elementary school students' math tests increased their test scores and that the use of real visuals in tests increased the students’ test performances. As an insider observer, the views of a math teacher supported these two main conclusions. Based on the results, suggestions were put forward for practice and future research.

Unveiling Pre-service Language Teachers’ Conceptualizations of Teachers of English through Metaphors

The present research aimed at conducting an analysis of metaphors Turkish pre-service language teachers generated about English as a Foreign Language (EFL) teachers. This study also examined whether and how the metaphors created by teacher candidates at different phases of their education demonstrated variation. The data gathered from 94 participants were analyzed using the taxonomy of metaphors developed by Oxford and her colleagues (1998). The analysis revealed a gradual decline in participants’ views of teacher as a professional responsible for social order and cultural transmission as they became more acculturated into the profession. The few occurrences of learner-centered metaphors and the predominance of teacher-centered metaphors in the initial years were replaced with more learner-centered metaphors. The results supported the initial assumption about the impact of class level differences on prospective teachers’ thinking about teaching and learning. The transformation in participants’ perception is indicative of how their professional identity is perpetually constructed and reconstructed during teacher preparation.

PONTOS E CONTRAPONTOS NO UNIVERSO DO ATENDIMENTO EDUCACIONAL ESPECIALIZADO PARA EDUCANDOS COM TRANSTORNO DO ESPECTRO AUTISTA

The Educational Service Specialist (ESA) established new ways of doing things with the target audience of Special Education and, in a way, intends to help her stay in school. In the case of the students with Autism Spectrum Disorder (ASD), their entry is relatively recent in the Brazilian schools and this awakens challenging situations for all. The aim of this study was to ascertain the views of ESA's teacher about the TEA and the students with this disorder. This study used a qualitative approach by seeking to grasp the vision of participant about the issue and it was used as a tool for data collection the direct observation, a lecture of ESA teacher and a semi-structured interview. For data analysis, it relied on the content analysis. The results showed that the teacher met three students with ASD and knew the scientific aspects regarding the TEA, although the religious knowledge also to mark their designs. The teacher reported the challenges and satisfaction in observing the educational progress of their students, including understanding the inclusion of these possibilities in the regular school environment.

Who Is the Rotten Apple? Mock Jurors' Views of Teacher-Student Sexual Contact.

The present study investigated mock jurors' ( N = 541) perceptions of a hypothetical case of teacher-student sexual contact. Mock jurors read a brief vignette describing an alleged sexual encounter where the gender and age of both the teacher and student were manipulated. Participants rendered legal decisions (i.e., verdict, degree of guilt, and sentence length), as well as culpability judgments pertaining to both the teacher and the student (i.e., blame, cause, and desire for the sexual contact). In addition, the effects of mock juror gender and attitudes regarding both rape myth acceptance and homophobia were investigated. Teacher gender and both teacher and student age predicted mock jurors' recommended sentences, with male teachers, older teachers, and younger students leading to greater sentences. Overall, student age was most consistently related to multiple culpability judgments, and the culpability judgments regarding the victim were the most consistently predicted by the independent variables. We did not find any evidence of homosexist attitudes, meaning that same-gender teacher-student contact was not judged any differently than opposite-gender contact. Worth noting, we found an interaction such that male students victimized by female teachers were judged to have wanted the contact more than any other gender combination, especially by male participants. The authors discuss these findings in the context of the child sexual abuse (CSA) literature concluding that many of the findings of more prototypical CSA cases extend to the teacher-student context. We also discuss the implications of these findings in terms of gendered judgments of adolescents who are victimized by teachers, possibly decided by legal professionals, school administrators, and jurors themselves. In particular, the three-way gender interaction can be interpreted in the context of stereotypes regarding sexual development marking sexual contact between adolescent males and older females as a "rite of passage" into adulthood.