This cross-sectional study was aimed to describe and analyse factors related to the professional well-being of Portuguese teachers during the COVID-19 pandemic. A previously validated, anonymous and ...online questionnaire was applied to a non-probabilistic sample of Portuguese teachers. In addition to the socio-demographic and professional variables, the questionnaire measured subjective and professional well-being, satisfaction with the education system and future perspectives regarding the professional circumstances. The psychometric characteristics of the questionnaire were analysed, the t-test and ANOVA were used to analyse the differences between the main variables and the socio-demographic and professional characteristics, along with the generalized linear model in order to more precisely determine the predicting factors of teachers' professional well-being. The results showed that the majority of respondents have a moderately positive perception of well-being. Teachers were satisfied with the education system before the pandemic. The pandemic has reduced the perception of well-being in the face of the profession, creating some concern among teachers about their professional future. Sex, length of service, well-being, perceptions of teaching difficulties and future perspectives proved to be predictors of professional well-being in times of pandemic. This study provided scientific bases for the development of interventions that improve the professional well-being of teachers, which focus on emotional management and the development of digital skills in teachers with long careers. This piece of research concluded with thorough evidence that there is a need for further and stronger investment in public policies for the reform and, consequently, for the renewal of the teaching class.
Comprehension and implementation of such experience will help to improve the foreign language education of future teachers of humanities in our country and will contribute to successful integration ...of Ukrainian national education into the world educational space. The purpose of the study is to systematize theoretical issues and generalize the experience of developing foreign language education for future teachers of humanities at pedagogical universities of Ukraine (mid-XX - early XXI century). An analysis of the original literature of the study period allowed us to identify the most effective methods of foreign language education in foreign countries: Grammar-Translation Method, which provides written work and focuses on the study of grammatical rules through translation of the original texts; Audio-Lingual Method, which enables the rapid training of foreign language specialists on the basis of the following provisions: language learning as habit-formation (language learning is); avoiding mistakes because they form bad habits (Mistakes are bad and should be avoided, as they make bad habits); mastering verbal communication and then writing (language skills are learned more effectively if they are presented verbally first, then in written form); when learning an analog language better than analysis (analogy is a better foundation for language learning than analysis); the meaning of words can only be learned in a linguistic-cultural context (the meanings of words can be learned only in a linguistic and cultural context); Cognitive-Code Methodologies (conscious-practical method, or theory of conscious mastery of code); its main provisions are: the verbal basis of learning the foreign language; language-based thinking formation.
Social media have become venues for self-directed professional activity for many educators. Although these activities are generally voluntary in nature and thus likely provide some benefits, ...professional social media use also features some drawbacks. We present challenges described by educators (N = 48) who had all actively utilized social media professionally over an extended period of time. Data were collected via semi-structured individual and focus group interviews. Four general types of challenges were experienced by the participants: intrapersonal, interpersonal, school community, and online educator community. Finally, we discuss the implications of these findings for educators, teacher educators, and education researchers.
•Social media create new opportunities and challenges for teacher learning.•We interviewed 48 educators regarding their professional social media activities.•The sample was international in nature and had used social media extensively.•Participants encountered four main types of challenges in their social media use.•We aligned the four types of challenges with a social ecological model.
Meaningful learning in teacher education Kostiainen, Emma; Ukskoski, Tuija; Ruohotie-Lyhty, Maria ...
Teaching and teacher education,
April 2018, 2018-04-00, Letnik:
71
Journal Article
Recenzirano
Odprti dostop
•This study explores meaningful learning in the context of teacher education.•The study showed the importance of course design in generating meaningful learning.•Opportunities to gain strong ...experience are crucial to meaningful learning.•Meaningful learning provides space for both positive and uncomfortable emotions.
The article outlines the preparation, development and implementation of asynchronous online finance courses developed at a comprehensive regional university. We share with finance academia our ...experience of online finance course development, the challenges we faced, and suggestions to tackle those challenges. The article contributes to the body of knowledge of distant education through providing advice and the practice of development and implementation of effective online finance courses.
This paper introduces a novel way in which Microsoft Excel can be integrated into financial education. Practitioners steadily mention career-related Excel skills as a competitive advantage for recent ...graduates at the start of their professional career. We develop and present three Excel-based individualized projects that can be applied in classes of all sizes and provide students with individualized assignments. The projects teach several functions of Excel and concepts of finance, serving simultaneously as an assessment of students’ progress in the course. Using a pretest-posttest study design with control group and comparing collected data with means-difference t-tests, paired t-tests, and propensity score matching analyses, we find that the projects effectively convey knowledge to students and increase their self-efficacy. Students also reported through both qualitative and quantitative data that the projects aided their learning and were engaging.
The COVID-19 pandemic had significant implications on schools during 2020, with districts moving to all virtual instruction during the spring and facing the debate of how to return safely to school ...in the fall. With these decisions, teachers, schools, and districts faced many challenges when providing face-to-face, hybrid, and virtual teaching. The purpose of this study was to explore how the new teaching approaches and requirements have impacted teachers' self-efficacy, specifically instructional and engagement efficacy. The current study included 361 participants from across the United States who completed the Teacher Sense of Efficacy Scale (TSES) subsections of instruction and engagement. The results found the average teacher self-efficacy scores for both instruction and engagement were lower than TSES scores of instruction and engagement in previous studies. The results also indicated teachers who are teaching virtually had the lowest efficacy scores compared to teachers teaching in a hybrid or all in-person model. However, the results suggested no difference in efficacy score based on years of teaching experience, teacher location, previous accolades, or instruction level.
•COVID and virtual teaching impacting average teacher efficacy scores for instruction and engagement.•Teachers providing virtual instruction with lowest teacher efficacy.•No difference in teacher efficacy based on experience, location, previous success, and level.
Ce numéro rassemble six travaux issus des cinquante communications orales et affichées du Colloque doctoral international de l’éducation et de la formation (CIDEF), présentées à distance les 27 et 28 ...octobre 2020. Si chacun de ces articles propose un éclairage sur les enjeux pour l’éducation et la formation de demain, ils traitent cette thématique à partir d’objets très différents et de méthodes variées : les politiques éducatives et les politiques de formation, les usagers de l’éducation et de la formation, ainsi que l’analyse de pratiques. La complémentarité de ces travaux nous offre une vision large de la richesse offerte par cette discipline de recherche. Une première partie rend compte de la réalité des pratiques lorsqu’elles sont imposées institutionnellement et témoigne d’une volonté de comprendre les modalités d’enseignement et de formation actuelles. Dans le prolongement de ce travail, la deuxième partie de ce numéro propose des articles s’intéressant à des initiatives pédagogiques et interroge leurs effets sur les pratiques des professionnels de l’éducation et de la formation mais également sur l’apprentissage des bénéficiaires.
This issue offers six studies from the fifty oral and written presentations of the International Doctoral Conference on Education (CIDEF), presented online on 27 and 28 October 2020. While each of these articles sheds light on the challenges for tomorrow's education, they deal with this theme from very different objects and methods : educational policies, users of education, as well as the analysis of practices. The complementarity of this work offers us a broad vision of the richness offered by this research discipline. A first part reflects the reality of practices when they are imposed institutionally and shows a desire to understand current teaching methods. As an extension of this work, the second part of this issue offers articles on pedagogical initiatives. It also questions their effects on the practices of education professionals but also on the learning of beneficiaries.
PDF
