Work Of Teachers Research Articles

The Influence of Organizational Climate on The Quality of Work of Employees At State 1 Batudaa Vocational High School Gorontalo District

Abstract This research aims to determine the magnitude of the influence of organizational climate on the quality of employee work at State Vocational School (SMK) 1 Batudaa, Gorontalo Regency. In the educational context, organizational climate is an important factor that can influence employee performance and productivity. Using a quantitative approach and survey methods, this research involved 37 people as a sample represented from various backgrounds at the institution. The use of simple regression analysis as a data analysis method allows researchers to determine the extent to which the relationship between organizational climate variables and employee work quality can be measured statistically. The results of the research show that organizational climate influences the quality of work of employees at State Vocational School (SMK) 1 Batudaa, Gorontalo Regency, with a coefficient value of 0.713 or 71.3%. This figure shows that more than two-thirds of employee work quality can be explained by organizational climate factors, which include aspects such as communication, managerial support, and work culture. These results indicate that organizational climate makes a significant contribution to the quality of work of teachers and education personnel, which in turn has an impact on the effectiveness of learning in schools. Thus, it is important for school management to create and maintain a positive organizational climate so that employees can work optimally and achieve the expected educational goals. This research also opens up opportunities for further research regarding interventions that can be carried out to improve the organizational climate, so that the quality of employee work can continue to be improved in order to create a better learning environment.

Existencia y representación política en el maestro

The document seeks to introduce the problematization of political representation, placing elements of existential order in the lives of teachers. In the section, titled: Searching for the memory of the political representation of teachers, the idea of ​​memory is developed with some references to the teaching of the Catholic Church in statements about the work of teachers and education. The following section entitled Educational everyday life and soteriological meanings aims to give continuity to the problem of memory and the political and existential representation of the teacher from a patristic anchor evocatively inspired by the work of the doctor of the church, Saint Maximus the Confessor. The last part and the conclusions situate the problem and the purpose of the necessary inclusion of narrative forms that truly allow man to emancipate himself from the yoke of Leviathan. The work ventures into the realms of exploration through symbols that have been eroded by modernity. It outlines an archeology of knowledge about elements of educational knowledge from a Christian conception that today is foreign to many modern spirits given the metaphysical crisis and catastrophe that marks our post-modern and neoliberal educational experience, very foreign even to the libertarian mentality of our school teachers. like Fernando González, and whose epigraph captured in the year 1941 in his book The School Teacher has served us to introduce this document.

Research on the Construction of Teacher Ethics and Conduct in Higher Education from an Evaluation Perspective: A Case Study of Province S

Teachers are the primary resource for educational development, and teacher ethics is the first standard for evaluating the quality of the teaching workforce. The state have always placed great importance on the work of teacher ethics and conduct. This paper, taking Province S as a case study, explores the evaluation mechanisms for teacher ethics in higher education. On the premise of clarifying the importance and urgency of teachers' ideological and political work, the paper delves into the significance of the evaluation system for teacher ethics and conduct in universities, summarizes key areas and challenges of teacher ethics assessments, and provides countermeasures for improving these mechanisms. Additionally, it discusses the current state of the teacher ethics evaluation system in higher education, analyzes its root issues, and explores improvements in content, methods, mechanisms, and the utilization of results, with the aim of strengthening the effectiveness of ideological and political work for university teachers and constructing a comprehensive framework for "large-scale ideological and political work."

A Survey Study on the Current Status of Professionalism of Elementary School Science Teachers in Changsha County

As the main participants in the teaching of science curriculum, the professionalism of elementary school science teachers is very important to the teaching work of teachers, the scientific literacy of students as well as the reform and development of science education. Therefore, the professional literacy of elementary school science teachers in Changsha County was thoroughly researched and analyzed from three aspects: professional affective literacy, professional knowledge literacy and professional ability literacy. Through the questionnaire survey and interviews, it was found that some science teachers have the problems of lack of professional affective literacy, single knowledge structure and low professional ability literacy. These problems are mainly attributed to the teachers’ weak sense of professional development, the limitations of curriculum teaching and implementation ability, the schools’ insufficient attention to the science curriculum, and the insufficient investment in education funding. To address these problems, this paper proposes optimization paths such as clarifying development goals, strengthening practice reflection, deepening the learning and application of the new curriculum standards, raising the importance of science curriculum teaching, and increasing the investment in science education. Through these measures, we aim to enhance the professionalism of elementary school science teachers, improve the quality of teaching, cultivate students’ scientific literacy, and promote the sustainable development of science education.

"I'm not a tech-savvy teacher": An English teacher's journey in applying TPACK in Indonesia

Although research on TPACK in education has been done, limited studies have explored the application of TPACK in the EFL classroom within an Indonesian context. The aim of this research was to narrate the story of an experienced English teacher who encountered challenges in implementing the TPACK framework, and to reveal the advantages of utilizing the TPACK framework in the Indonesian teaching context. The researcher collected data using a set of steps consist semi-structure interviews, observations, and document analysis. An English teacher working in an Indonesian setting was selected to take part in this narrative inquiry. The interview information was examined using thematic analysis. The research discovered that applying the TPACK model was a complicated process hindered by internal and external barriers. On the other hand, using the TPACK framework offers advantages to both students and teachers, including increased motivation, a more engaging and flexible learning environment, and prospects to create multimedia resources. The results offer valuable insights for English teachers in developing nations about integration of TPACK in English instruction.

Pedagogical practices, knowledge and institutional conditions in which Colombian teachers work. A study on inclusive education and disability

En 2017 se expidió en Colombia el decreto 1421, según el cual todas las escuelas del país debían acoger estudiantes con discapacidad y ofrecerles oportunidades de calidad para su ingreso, permanencia y egreso. El Ministerio de Educación dio un plazo de cinco años, contados a partir de su aprobación, para que esta política se implementara en todo el territorio nacional. El objetivo de esta investigación es caracterizar las prácticas pedagógicas, los conocimientos y las condiciones institucionales en las que labora una muestra de docentes colombianos, seis años después de expedido el decreto. Para ello, se utilizó un diseño cuantitativo no experimental transeccional y la aplicación de una escala a 249 maestros y maestras de distintos niveles educativos. Con base en los hallazgos obtenidos, puede concluirse que hay un cambio positivo en las prácticas pedagógicas y los conocimientos de aquellos docentes que cuentan con formación en inclusión y que laboran en colegios que acogen alumnado con estas trayectorias de vida. Aun así, las condiciones institucionales del profesorado encuestado todavía no responden a proyectos inclusivos. Estos resultados se discuten a la luz de los retos que enfrenta el sistema educativo colombiano en pro de atender alumnado con discapacidad.

Problems of Employment of Academic Teachers—Reflections de lege lata and de lege ferenda

The nature of employment of academic teachers is complex not only because their employment is regulated by the codes of practice with the auxiliary application of the provisions of the Labor Code and other sources of labor law, but also because it is related to the presence of public law elements in the obligatory bond of the employment relationship. The need for pragmatic regulation of the employment relationship of academic teachers seems obvious, and is justified by the differences in their rights and obligations in comparison with the general regulations. However, it should be noted that by approximating the structure of the academic employment relationship to the obligatory mechanism in the context of general labor law, we seem to ignore many specific and important features of this employment. Therefore, normative shortcomings of the applicable act can be observed. It seems that within de lege ferenda proposals, the one referring to the model solution, which takes into account the specificity of the work of academic teachers, is fundamental. Such a solution seems to be expected primarily due to the role played by the system of higher education and science in the structures of the state.

The importance of coding and translation between programming languages in sequential activities of pre-service teachers: an approach

AbstractIn the last two decades, computational thinking has gained wide relevance in international educational systems. The inclusion of this new type of thinking poses educational challenges with some underlying research questions that need to be answered to meet these challenges with quality. Thus, this study focuses on analyzing the difficulties that teachers in initial training experience have, when carrying out translation tasks of programming languages used by certain educational robots, in this case, the Cubetto. For this purpose, a specific learning sequence has been designed to work with different programming languages (Cubetto, Bee-Bot, Scratch) and natural language. The work of early childhood and elementary trainee teachers in these tasks has been analyzed using a descriptive approach. The main results are: (1) some of the difficulties encountered are clearly caused by the Cubetto hardware (regardless of the language to which it is translated) and (2) the designed learning sequence has enabled coding skills to be improved remarkably. We conclude that translation tasks between programming languages are necessary in initial teacher training to improve their ability programming and their computational thinking, and for them to be able to detect the disadvantages and benefits of educational robots in their transposition to the classroom.

Language Teacher Researcher Identity Construction in Activity: Navigating Entanglement of Two English PSTs in Undergraduate Thesis Work in the Indonesian Context

ABSTRACT Addressing the issue of colonial humanism ideologies plaguing undergraduate thesis work of English pre-service teachers in the Indonesian context and perpetuating the dichotomy of teacher and researcher identities, this study explored two pre-service teachers’ entanglements in their day-to-day praxes of undergraduate thesis work as a site of identity construction by framing it in the lens of postcolonial, posthuman and transnational Cultural-Historical Activity Theory. Orienting toward movement of actions and praxes, they actively participated in entanglements of identity construction by making visible layers of contradictions and continuously maneuvering the contradictions to achieve meaningful outcomes in each praxis. The contradictions at the micro level further revealed contradictions at the meso level of actions and the macro level of networked activity systems at the institutional level, indicating the pivotal role of understanding their micro level of praxes to unveil issues hindering undergraduate thesis to serve as a democratic space to generate meaningful knowledge.

The work of a prospective high school teacher in pre-professional training in highlighting mathematical knowledge

This article aims to identify the knowledge that enables a prospective secondary school teacher to mobilize number sense components during a pre-professional practicum. Using a qualitative case study approach, four classroom episodes focused on fractions, percentages, and algebraic language are analyzed. The study involves one prospective teacher and 23 students from a multi-grade school in central-southern Chile. The analysis integrates teacher’s specialized knowledge and mathematical working spaces to explore how these frameworks inform the teacher’s knowledge. The findings reveal that the teacher employs personal theories, real-life examples, and graphical aids to enhance students’ understanding, though there is a reliance on rules and algorithms. While specialized knowledge aids in teaching, there is less emphasis on fostering students’ conceptual understanding and judgement. The study recommends improving teacher training programs to better equip prospective teachers in grasping number sense components, highlighting the need for more focused training on its development.

Centenary of Professor Jaroslav Číhalík

On the occasion of the 100th anniversary of the birth of Prof. Jaroslav Číhalík (1924–2005), an outline of the life and work of this important teacher and scientist of the Faculty of Science of Charles University is presented. His teaching activities, including the establishment of the new field of environmental protection, are summarized, and his most important publications in analytical chemistry are recalled. The personal dimension of his work at the faculty is also presented. Full text English translation is available in the on-line version.

‘Your story matters’: the affective and relational work of teachers in sites of poverty and trauma

AbstractWhile teachers work is increasingly constrained by a focus on quantifiable measures and accountability, the persistent underachievement of students from disadvantaged backgrounds is an ongoing and unsolved problem. There is increasing expectation for schools to take responsibility for the social-emotional as well as intellectual capabilities of students. However there has been little exploration into the complexities of teaching in low socio-economic and vulnerable communities. In this paper, I explore the experiences, thoughts and perceptions of teachers who work with complex student cohorts in disadvantaged settings. My interest extends to the affective and relational dimensions of their work. Drawing from two research projects conducted in areas marked by poverty, the paper utilises segments of interviews to illustrate the deeply embodied and sensory and aspects of teachers’ relational practice. In presenting their perspectives and experiences I tell the story of their complex work as well as what ‘comes to matter’ in schools and classrooms where trauma and adversity are ever-present.

A IMPORTÂNCIA DA FORMAÇÃO CONTINUADA PARA PROFESSORES NA EDUCAÇÃO BÁSICA

This study addresses continuing education for teachers, which is highlighted as an essential process for improving knowledge. Continuing education for teachers is currently seen as a process for improving knowledge, involving actions directed at professionals who educate, teach, learn, research, and evaluate. This study aimed to discuss continuing education for teachers within educational policies in Brazil, emphasizing its importance and analyzing the current Brazilian educational context. The methodology was based on bibliographic research, using Google Scholar as the main source. The results make it clear that this review article can intensify the reflection on the importance of continuing education in Brazil, exposing its relevance for a deeper understanding of the educational reality and the teaching-learning process. Continuing education appears as a decisive tool, supporting the work of teachers and driving the evolution of teaching and learning. It is known that the teacher is not a finished product, but a subject in constant transformation, requiring continuous improvement to face the challenges of modern education. Therefore, each teacher must be an eternal learner, breaking with stagnant traditions and embracing a journey of continuous innovation, as only in this way will we be able to transform the Brazilian educational scenario, propelling it towards new spheres of excellence and relevance.

МЕТОДИКА ОЦЕНКИ УЧЕБНЫХ ЗАНЯТИЙ И ДИСЦИПЛИН В САНКТ-ПЕТЕРБУРГСКОМ УНИВЕРСИТЕТЕ ГПС МЧС РОССИИ

The concepts of active and productive work during the educational process are introduced. The basic principles of teaching at Saint-Petersburg university of State fire service of EMERCOM of Russia based on the assessment of training sessions and disciplines are considered. The main positions of the effectiveness of studying disciplines and training sessions based on the active and productive work of students and teachers, as well as criteria for evaluating the educational process, taking into account the coefficients of activity and productivity, are shown.

Digital platform work reinforcing performativity: teacher responses to work intensification explored through trace ethnography

ABSTRACT This paper critically explores how teachers’ everyday work is reconfigured through work on and around different digital platforms. In particular, it demonstrates teacher experiences of workload and work intensification and the different workarounds and adaptions to platforms done by teachers, conditioned by demands of performativity, e.g. discourses of optimising work, making visible and caring for school performances as part of a market-competitive and increasingly digitalised school system. By ethnographically tracing the digital work of six teachers in public and private upper-secondary schools through logs, follow-up interviews, observations and digital ‘go-alongs’, we show how central tasks, administration, communication and teaching are reconfigured through the distribution of work onto local-domestic and global platforms and relatively local school and national regulations. Our contribution to the discussion on platforms in education is how platforms and aligning devices and procedures reinforce performativity demands in teacher work. This reconfiguration produces tensions, interruptions and intensity peaks, often seen as work-time conflicts, but which nonetheless relate to wider, critical issues of the changing nature of teacher digital work being established in relation to the marketised and highly digitalised school.

Trends in the learning of early childhood education teachers. Review of foreign research.

The ongoing technological, socio-cultural and economic changes affect the work of early childhood education teachers. Therefore, educators should acquire new competences and develop the existing ones. The aim of this article is to review the latest trends in the learning of early childhood education teachers based on the analysis of foreign research in this area. This will allow for expanding knowledge and formulating practical tips for educators and educational decision-makers on the possibilities of using various methods and training programs.

METHODS OF PROPER ORGANIZATION OF PROFESSIONAL CULTURE AND ACMEOLOGICAL CRITERIA IN TEACHER'S ACTIVITY

In this work, written on the topic of "methods of correct organization of professional culture and acmeological criteria in teacher's work", the importance of formation of professional culture and correct organization of acmeological criteria in pedagogical activity is analyzed. Acmeology is the professional and personal development of a person is a science that studies the process of growth and self-development, and this process takes an important place in the work of teachers. In this study, teachers' professional culture and how to achieve their personal and professional growth through acmeological approaches The abstract emphasizes the importance of using effective strategies, methods and technologies for the proper organization of professional culture and acmeological criteria in the teacher's activity.Approaches to self-development of the teacher, improvement of professional competencies, as well as ways of using creative and innovative methods in pedagogical processes are studied. Through this, the teacher achieves high results in his work and contributes to the development of his students. The importance of this work is that the relationship between professional culture and acmeological criteria in improving the quality of education is analyzed on a scientific basis. Opinions expressed by scientists and presidents on the topic "Professional culture and methods of correct organization of acmeological criteria in teacher activity" play an important role in the formation of pedagogical culture and the role of teachers in improving the quality of education.

О некоторых проблемах регулирования оплаты и стимулирования труда преподавателей вузов в России на федеральном уровне

The article examines the features of the legal regulation of remuneration and labor incentives for university teachers at the federal level. The subject of the research, the results of which are presented in this article, are the features of the legal regulation of remuneration and incentives for the work of university teachers at the federal level. The purpose of the study is to consider possible ways to increase wages and incentive payments for university teachers at the federal level. As research methods, the author included methods such as legal analysis of the existing legal regulation of the activities of a university teacher, as well as the method of situational modeling of the legal regulation of the activities of a university teacher. During the study, it was found that, unfortunately, the current Russian legislation at the federal level does not contain effective incentives for university teachers: the salary of a university teacher practically does not depend on the results of his scientific and educational achievements, bonuses for an academic degree and academic title have been removed, there is no budget doctoral studies, and extended paid leave for teachers is often not fully realized due to the need for additional income for teachers. Ways have been proposed to improve the legal regulation of the activities of university teachers, aimed at stimulating the activities of university teachers at the federal level, including the return to Russian legislation of additional payments for an academic degree and academic title in the amount of at least 40% of their salary, the need for regular payment of bonuses for scientific work , the return of budget-funded doctoral studies, and an increase in the salaries of university teachers based on a single salary scale.

Personalities of professional heroes in the musical pedagogy of the South Urals

The article continues a series of studies by the authors devoted to the consideration of the activities of famous musicians-teachers of the South Urals in the heroic paradigm – as outstanding masters who have achieved impressive results in pedagogical work, have received wide public recognition, are perceived by the professional community as a model of service to their cause and an axiological guideline for the younger generation. The purpose of this work is to present the activities of famous musical teachers of the Southern Urals in an integrative context. In this article, the personalities of outstanding teachers of the P.I. Tchaikovsky South Ural State Institute of Arts (hereinafter referred to as the Tchaikovsky Law School) - E.G. Bykov (balalaika), V.V. Kozlov (guitar), A.A. Heineman (French horn, orchestral conducting) are chosen for study. The methodology consists in using an integrated approach and synthesis of research methods in pedagogy, art history, and cognitive linguistics. The scientific novelty of the article lies in the fact that the heroization of the personality of the teachers-musicians of the Tchaikovsky YUrGII is revealed integratively: in the didactic aspect (creation of their own outstanding pedagogical school), culturological (enrichment of cultural achievements of the region through fruitful and highly productive creative work of professional heroes), communicative (establishment of stable artistic communication with the public through creative activity of students), axiological (formation of reference principles and methods of work of a professional teacher, acting as axiological guidelines for the younger generation of musicians). The theoretical significance is expressed in a systematic and consistent study of the pedagogical heritage of outstanding masters of art of the South Urals, which allows us to enrich the history of the development of the Tchaikovsky School as one of the leading creative universities in the region. As a result of the research, the hypothesis is proved that the activities of outstanding musical teachers should be considered as a phenomenon of the spiritual culture of society in the unity of transformative, cognitive, value-oriented, communicative potential, and only integrative perception allows us to identify aspects of the glorification of personality most fully and in relief.

ФОРМИРОВАНИЕ СТРЕМЛЕНИЯ У УЧАЩИХСЯ НАЧАЛЬНЫХ КЛАССОВ К ПРИОБРЕТЕНИЮ ЗНАНИЙ НА ПРОДУКТИВНОЙ ОСНОВЕНА УРОКАХ МАТЕМАТИКИ

The article "Formation of the desire of primary school students in mathematics lessons to acquire knowledge on a productive basis" is devoted to the urgent problem of forming the necessary competencies, skills and abilities for productive educational activities in primary school students. The author of the work gives a detailed analysis of the teacher's work in the initial level. Emphasizing the rather large proportion of reproductive methods in the educational process, the author will raise questions about the need for a creative approach to working conditions with younger schoolchildren in order to awaken and form students' desire to study mathematics. At the same time, in the author's opinion, it is necessary to intelligently combine traditional and innovative technologies, which form students' cognitive activity, independence in finding optimal solutions, and the desire to make their own discoveries. These types of work should be carried out taking into account the age characteristics of children and on a systematic basis. The most effective, in the author's opinion, are health-saving technologies, gaming, case technologies, etc.