scholarly journals Sustainability of Cooperative Professional Development: Focused on Teachers’ Efficacy

2019 ◽  
Vol 11 (3) ◽  
pp. 585
Author(s):  
Jaewoo Choi ◽  
Woonsun Kang
Keyword(s):  
Professional Development ◽  
School Climate ◽  
Middle School Teachers ◽  
Teaching And Learning ◽  
Collaborative Group ◽  
Hierarchical Regression ◽  
Years Of Experience ◽  
School Teachers ◽  
The Relationship ◽  
Group Variable

In this study, we aim to gain critical insights into how cooperative professional development affects teachers’ efficacy. To this end, the purpose of this study is to identify cooperative professional development types (CPD-type) and to reveal the relationship between CPD-type and teachers’ efficacy in Korean middle schools, controlling for gender, age, years of experience and school climate. The data of this study are derived from the 2013 Teaching and Learning International Survey (TALIS) conducted by the OECD. The K-mean cluster analysis was used to identify distinct clusters of middle school teachers based on CPD. This process identified four specific groups: the disengaged group (36.8%), the collaborative group (11.3%), the activity-focused group (24.8%), and the coordinative group (27.1%). Hierarchical regression analysis revealed that all dummy variables of CPD-type were statistically significant, controlling for gender, age, years of experience, and school climate. Comparing the relative importance of each variable on teachers’ efficacy, the CPD1 (1 = the collaborative group) variable was most important. The results of this study provide a rationale for teachers to participate in collaborative professional development actively.

scholarly journals Respect for Teachers in Relation to Student Violence against Teachers / Poštovanje prema nastavnicima u odnosu na nasilje učenika prema nastavnicima

2021 ◽  
Vol 22 (4) ◽  
Author(s):  
Jelena Pavičić Vukičević ◽  
Marko Prpić ◽  
Matea Korda
Keyword(s):  
School Climate ◽  
High School Teachers ◽  
School Teachers ◽  
Student Violence ◽  
Teachers And Students ◽  
Strongly Agree ◽  
Forms Of Violence ◽  
The Relationship ◽  
Survey Questionnaires

Student respect for teachers is one of the important aspects of the student-teacherrelationship, which is considered an important component of the school climate.Given the significant role of the school climate in predicting students’ violenceagainst teachers, the aim of this study was to examine the relationship betweenperceptions of students’ respect for teachers and students’ violence against teachers.The research was conducted with two survey questionnaires intended for samplesof students and teachers, and 451 students and 102 high school teachers in the Cityof Zagreb participated in the research. The perception of respect for teachers anddifferent forms of violence was examined by assessing participants’ agreement ona six-point Likert-type scale (1 – strongly agree, 6 – strongly disagree). The resultsindicate that students and teachers, on average, feel that students respect teachers toa greater extent, and that they perceive different forms of violence against teachersto a lesser extent. The correlation analysis found a statistically significant negativeassociation between respect for teachers and various forms of student violenceagainst teachers. It can be concluded that respect for teachers plays an importantrole in explaining the occurrence of students’ violence against teachers.Keywords: respect; school climate; students; teachers; violence against teachers.-Poštovanje učenika prema nastavnicima jedan je od bitnih aspekata odnosa izmeđuučenika i nastavnika koji se smatra važnom komponentom školske klime. S obziromna značajnu ulogu školske klime u predviđanju nasilja učenika nad nastavnicima,cilj ovoga istraživanja bio je ispitati povezanost percepcije poštovanja učenika premanastavnicima i nasilja učenika nad nastavnicima. Istraživanje je provedenodvama anketnim upitnicima namijenjenima uzorcima učenika i nastavnika, au istraživanju je sudjelovao 451 učenik te 102 nastavnika srednjih škola u GraduZagrebu. Percepcija poštivanja nastavnika i različitih oblika nasilja ispitana jeprocjenom slaganja sudionika na skali Likertova tipa od šest stupnjeva (1-izrazitose slažem, 6-izrazito se ne slažem). Rezultati ukazuju na to da učenici i nastavniciu prosjeku više smatraju da učenici poštuju nastavnike te da u manjoj mjeripercipiraju različite oblike nasilja nad nastavnicima. Korelacijskom analizomutvrđena je statistički značajna negativna povezanost između poštovanjanastavnika i različitih oblika nasilja učenika nad nastavnicima. Može se zaključitida poštovanje nastavnika ima važnu ulogu u objašnjenju pojave nasilja učenika nadnastavnicima.Ključne riječi: nasilje nad nastavnicima; nastavnici; poštovanje; školska klima;učenici.

scholarly journals COMMUNICATION SKILLS AND ITS RELATIONSHIP TO SELF-TRANSCENDENCE AMONG MIDDLE SCHOOL TEACHERS

2021 ◽  
Vol 03 (08) ◽  
pp. 360-374
Author(s):  
Lamia Yassin ZUGHAYER
Keyword(s):  
Middle School ◽  
Communication Skills ◽  
Middle School Teachers ◽  
Social Communication ◽  
Cluster Method ◽  
School Teachers ◽  
Social Communication Skills ◽  
The Social ◽  
Self Transcendence ◽  
The Relationship

The research problem lies in the following questions: What is the nature of the correlation between social communication skills and self-transcendence among middle school teachers, and does this relationship differ according to gender? Therefore, the current research aims to identify: 1-The social communication skills of middle school teachers. 2- Self-transcendence among middle school teachers. 3- The relationship between social communication skills and self- transcendence among middle school teachers 4 - The difference in the relationship between social communication skills and self-transcendence among middle school teachers according to the gender variable (male - female).For the purpose of verifying this, the scale of social communication skills prepared by Al-Samadoni and built according to the Reggio model, which includes (32) items, as well as the scale of self-transcendence prepared by Abdel Wahab, which includes (57) items, was used. The two scales were applied to a sample of (120) chosen by the random cluster method ,The results of the research showed that the social communication skills of middle school teachers were respectively social control, social expression and social sensitivity. As for self transcendence, it appeared that they enjoy a high level of self-transcendence, and that there is a statistically significant relationship between social communication skills and self-transcendence, and there are no differences in the relationship Between social communication skills and self-transcendence can be traced back to the gender variable, and in light of these results, the current research reached a set of recommendations and suggestions. Keywords: Social Communication Skills, Self-Transcendence, Middle School Teachers.

3D Virtual Classroom Simulations for Supporting School Teachers' Continuing Professional Development

2014 ◽  
pp. 474-497
Author(s):  
Demetrios G Sampson ◽  
Pavlos Kallonis
Keyword(s):  
Professional Development ◽  
Virtual Worlds ◽  
Instructional Strategy ◽  
Teaching And Learning ◽  
Formal Education ◽  
Three Dimensional ◽  
Continuing Professional Development ◽  
Virtual Classroom ◽  
School Teachers ◽  
3D Virtual Worlds

3D Virtual Worlds provide realistic three-dimensional environments accessible through the web that can offer engaging, interactive, and immersive experiences. This can create new opportunities for teaching and learning. Yet, the possible use of 3D Virtual Worlds in formal education is a major challenge for school teachers, even for those who are experienced and keen on using digital technologies. In this chapter, the authors present a 3D Virtual Classroom Simulation appropriately designed and implemented using SLOODLE for supporting a module for teachers' continuing professional development based on the Synectics “making the strange familiar” instructional strategy, aiming towards acquiring appropriate competences for teaching within 3D Virtual Worlds and for developing innovative educational practices.

iPads in the Classroom

2017 ◽  
Vol 13 (4) ◽  
pp. 74-86 ◽  
Author(s):  
Janet M. Ferguson ◽  
James N. Oigara
Keyword(s):  
Middle School ◽  
New York ◽  
Middle School Teachers ◽  
Teaching And Learning ◽  
Online Survey ◽  
New Technologies ◽  
Positive Impact ◽  
School Teachers ◽  
Teachers Perceptions ◽  
Teaching Learning

In education, new technologies are used to improve the process of teaching and learning. This study examined middle school teachers' perceptions regarding the use of iPads for instruction. The participants, 53 middle school teachers in Western New York, responded to an online survey, asking them questions about how they felt about the 1:1 iPad initiative at their school. Data analysis included open and axial coding for identification of themes and patterns, as well as quantitative statistical analysis. The results showed mixed findings, as some teachers believed that iPads had a positive impact on the teaching-learning process by improving student engagement and communication, while some responded with concerns that iPads caused student distraction and allowed off-task behaviors in the classroom. The findings also suggest that teachers need targeted professional development on pedagogical and practical use of this technology to be able to successfully integrate it into their practice.

The Important Thing about Teaching Problem Solving

2010 ◽  
Vol 16 (2) ◽  
pp. 104-108
Author(s):  
Sally K. Roberts
Keyword(s):  
Middle School ◽  
Problem Solving ◽  
Middle School Teachers ◽  
Teacher Candidates ◽  
Teaching And Learning ◽  
School Teachers ◽  
Learning Practices ◽  
Teaching Problem ◽  
Math Problems ◽  
New Strategies

I teach a content course in problem solving for middle school teachers. During the course, teacher candidates have the opportunity to confront their insecurities as they actively engage in solving math problems using a variety of strategies. As the semester progresses, they add new strategies to their problem-solving arsenal and explicitly reflect on teaching and learning practices that are conducive to this process.

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