scholarly journals The Relationship between Hopelessness and Sensation Seeking in Secondary School Teacher Candidates

2012 ◽  
Vol 46 ◽  
pp. 3021-3025
Author(s):  
Demet Erol Ongen
Keyword(s):  
Secondary School ◽  
Teacher Candidates ◽  
Sensation Seeking ◽  
School Teacher ◽  
Secondary School Teacher ◽  
The Relationship

Teacher Evaluation Feedback and Instructional Practice Self-Efficacy in Secondary School Teachers

2019 ◽  
Vol 56 (4) ◽  
pp. 671-701 ◽  
Author(s):  
Eric C. Smith ◽  
Gerene K. Starratt ◽  
Carmen L. McCrink ◽  
Heidi Whitford
Keyword(s):  
Secondary School ◽  
Teacher Perceptions ◽  
Self Efficacy ◽  
Evaluation System ◽  
Instructional Practice ◽  
School Teacher ◽  
Secondary School Teacher ◽  
Evaluation Feedback ◽  
Teacher Self Efficacy ◽  
The Relationship

Purpose: This study, which investigated the relationship between veteran secondary school teacher perceptions of evaluation feedback and self-efficacy of instructional practice, was driven by the research question: What is the relationship among evaluation processes, teacher perceptions of evaluation feedback, and veteran secondary education teacher self-efficacy toward personal instructional practice? Method: Participants were recruited from two school districts in west central Florida. The study tested two hypotheses. Hypothesis 1: Veteran secondary teachers self-efficacy of instructional practice will be related to both evaluation system type (standard vs. nonstandard) and specificity of feedback (high vs. low specificity). Hypothesis 2: Veteran secondary school teacher perceptions of the characteristics of evaluation feedback will predict teacher self-efficacy toward personal instructional practice. The study instrument included the Teachers’ Sense of Efficacy Scale (TSES; Tschannen-Moran & Hoy, 2001) and additional feedback-related questions. Teachers were recruited through gatekeepers at the two districts and invited to take the online survey. Results: In a test of Hypothesis 1, analysis of variance revealed that teachers who reported receiving specific evaluation feedback also reported higher teacher self-efficacy compared with teachers who reported receiving nonspecific evaluation feedback, although there were no differences related to standard versus nonstandard evaluation systems. To test Hypothesis 2, multiple regression analysis showed the perceived value of feedback to be the strongest predictor of teacher self-efficacy. Conclusions: These findings, which link teacher perceptions of evaluation feedback to teacher self-efficacy of instructional practice, have the potential to inform the creation of improved professional development practices.

History and Geography in the Classroom Constructing Knowledge through Savoir-Faire

2015 ◽  
Vol 70 (01) ◽  
pp. 145-153
Author(s):  
Virginie Barbier
Keyword(s):  
Secondary School ◽  
Learning Process ◽  
Research Method ◽  
School Teacher ◽  
Secondary School Teacher ◽  
Know How ◽  
Constructing Knowledge ◽  
The Relationship ◽  
Insight Into ◽  
Teaching Situations

Abstract This article seeks to link the teaching of history and geography to issues affecting research in the two disciplines. It invites the reader to reflect on the relationship between the knowledge that a teacher passes on to his or her pupils and the acquisition of a research method as a savoir-faire or know-how, even as a way of being. After offering an insight into current teacher training, the author, a secondary-school teacher, uses concrete teaching situations to explain the necessity of making pupils active participants in their own learning process and helping them develop sound research methods.

A Study on Site Suitability of the Secondary School Teacher Education Curriculum Focusing on Science and Math Subject

2015 ◽  
Vol 16 (4) ◽  
pp. 1-30 ◽  
Author(s):  
Seung Jung Kim ◽  
Soo Jeung Lee ◽  
Jung Cheol Shin ◽  
Jae Geun Kim ◽  
June hee Yoo ◽  
...  
Keyword(s):  
Teacher Education ◽  
Secondary School ◽  
School Teacher ◽  
Secondary School Teacher ◽  
Education Curriculum ◽  
Site Suitability ◽  
Teacher Education Curriculum

Critical self-reflection: A performative act 批判的自己内省 ―パフォーマティヴな実践―

2010 ◽  
Vol 34 (4) ◽  
pp. 49
Author(s):  
Misako Tajima
Keyword(s):  
Social Sciences ◽  
Secondary School ◽  
School Teacher ◽  
Theory And Practice ◽  
English Learner ◽  
Academic Journal ◽  
Self Reflection ◽  
Academic Fields ◽  
Global Spread ◽  
The Relationship

Autobiographic and narrative research has recently grown in stature in the field of social sciences. Inspired by Asian TESOL researchers’ critical analyses of self-stories, this paper attempts to reflect upon the author’s personal history in relation to English and discuss ways in which she can position herself as both an English learner and a non-native English speaker (NNES) teacher. The self-reflection and discussion is followed by an argument for performativity, a notion drawing on poststructuralism to understand language itself and the global spread of English. This paper, itself a performative act conducted by a secondary school teacher, exemplifies the concept. The non-academic schoolteacher’s very act of writing in an academic journal aims to contribute to questioning assumptions underlying the relationship between theory and practice and to reconstituting the academic fields of applied linguistics and TESOL. 近年、自伝的かつ語りを含む研究が社会科学の分野で活発になってきている。本稿では、TESOLを専門とする、あるアジア人研究者が彼女たち自身の物語を素材として実施した批判的分析に着想を得て、英語にまつわる自己の歴史を振り返り、英語学習者としての、またNNESの英語教師としてのポジショナリティをどこに位置づけるのかという問題について議論する。さらに、この批判的自己内省を経て、言語そのもの、あるいは英語という言語の地球規模的広がりを理解するために、ポスト構造主義の概念であるパフォーマティヴィティについて検証する。なお、本稿これ自体がある高校教師によるパフォーマティヴな実践であることに言及しておきたい。研究者ではなく、一高校教師が学術雑誌に投稿することを通じ、理論と実践の関係性の背後にある前提に疑問を投げかけ、その結果、応用言語学やTESOLという学問分野の再構築に貢献できることを希望している。

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