Towards the development of teachers for the future

The purpose of this research was to examine student teachers’ views on the kind of teachers they would like to be. The participants were 51 student teachers at the primary education department of a state university. The views of these student teachers were collected from unstructured reports that they submitted following a one-semester classroom management course in the 5th semester. The qualitative data gained from the reports, specifically the attributes that the student teachers associated with themselves, were analysed in terms of classroom management according to Korthegan’s Onion Model using a qualitative content analysis method. The data demonstrate that the participants expressed their opinions mostly regarding classroom environment, behaviour and competency. The reports also present their views about the kind of teachers they would grow into and the teacher behaviour they would like to adopt. The results of the study reveal that the student teacher participants were at the levels of interventionist and interventionist/interactionist control; 2 different approaches to dynamic assessment and classroom management styles. They also used authoritative, educational, behaviour-based, and democratic approaches. The study suggests that, in order for the student teachers to express themselves about their teaching in the layers of belief, identity and mission (inner layers) of the Onion Model, they must be provided with opportunities and experiences.

Refleksi Nalar Budaya Pendidikan Islam dan dampaknya dalam Perilaku Sosial Keagamaan

Islamic education approaches religion as a social framework by carrying out critical reflections on social problems faced by society, both macro and micro, then building a change strategy (theory) that is practised in the form of action change (practice). In praxis, education builds a character's culture of educational behaviour as values ​​and behavioural characters. This study discusses the important role of Islamic educational institutions as agents of the development of science that have an impact on cultural social religious behavior. The results of this study indicate education in the formation of culture is an indoctrination as a process that is carried out based on a value system to instil certain ideas, attitudes, systems of thought, behaviour and beliefs. This practice is often distinguished from education because, in this act, an indoctrinated person is expected not to question or critically test the doctrine that has been learned.

The Influence of the Teaching Style of Communication on the Motivation of Students to Learn Foreign Languages

Nowadays, when the role of knowing foreign languages is extremely high and the demand for specialists who are proficient in a language is continuing to increase, we face the problem of a lack of desire to learn foreign languages among non-linguistic majors. We supposed that the type of teacher-student interaction style (authoritarian, democratic, and liberal) could influence students’ motivation type (internal, external positive, external negative, or amotivation) and this was the aim of the study. We surveyed 230 second-year students of the intramural form of study seeking a baccalaureate degree from Moscow State University of Food Production. Among the respondents there were 143 girls and 87 boys aged 18-20, citizens of the Russian Federation. The experiment was divided into three stages and it took three semesters to complete the study. The aim of the first stage was to investigate students’ preferences related to teacher-student interaction style, and the prevailing type of learning motivation to study and to learn foreign languages. The second stage of the study was aimed to investigate how teacher-student interaction style influences the nature and type of students' motivation to learn. In the last stage of the study, the output testing of student performance was implemented and all the results from the previous stages were compared and analyzed. The results of the experiment clearly demonstrated that both authoritarian and democratic teacher-student interaction styles could have a positive influence on students’ educational behaviour and academic performances while the implementation of the liberal teacher-student interaction style led to amotivation. At the same time, the democratic style, contrary to the authors' hypothesis, predominantly provoked external motivation, while an authoritarian style significantly activated internal motivation.

Problems Encountered in High School Pupils, Who Have Divorced Parents

Adolescence and the problems teenagers face during this phase have a great impact in the teaching process. Divorce is one of the problems I have chosen to treat. This is due to the fact that divorce impacts the social-psychological-educational process of teenagers. The ways they experience the divorce of their parents are various. This depends on the area they live, their parents’ educational level, the relationship between parents after the divorce, the kind of relationship they had before, economic level, etc. Teenagers can display aggressive behaviour, disengage from learning, use various substances, etc. as a reaction to their parents. This is the object of my study. This research will use the qualitative method. The qualitative methods will consist in direct interviews with teenagers of the age-group of 14-18 years old, with teachers, psychologists and parents. Also consider those problems I might face during my study, on which the teenagers, or even their parents, might not express their opinion. As a conclusion we can say that based on the interviews it results that divorce has a great impact on the social-educational behaviour of teenagers.