The need for effective teacher in 21st century goes beyond the classroom as they play a pivotal role not only in shaping schools, but also fostering academic, social and emotional development of ...students. The purpose of this study is thus to reveal teachers’ perceptions of effective teachers and understand effective teaching practices. 35 teachers selected through maximum variation sampling were included in this study conducted as a phenomenology. Content analyses were used to analyze data collected via semi-structured interviews. The findings were categorized under five themes: (i) effective teacher as a person, (ii) classroom management and organization, (iii) planning and implementing the instruction, (iv) monitoring students’ progress, and (v)necessary skills for 21st classes. According to teachers, effective teachers are thought to interact with students through caring, understanding, and respective manner, provide organized, interactive, inclusive and engaging classrooms to respond diverse needs of students. Moreover, they must be innovative, creative, flexible and lifelong learner to be effective in today’s educational environment.
The attitudes towards the teaching profession reflect teachers’ perception of the profession and strongly shape their professional behavior. As understanding the teaching profession and developing ...positive attitudes requires a long process, it is important to determine factors affecting attitudes towards teaching profession before the students engage in actual work behavior. Therefore, this study aims to determine the predictive power of career adaptability and academic motivation on student teachers’ attitudes towards the teaching profession. The study was carried out through convergent parallel mixed methods design. 251 student teachers participated in the quantitative part of the study. For the qualitative part, five voluntary students attended the focus group interview. Quantitative data were collected with three scales while the qualitative data were collected through a focus group interview. The quantitative data were analyzed through stepwise multiple regression analysis and the qualitative data were analyzed through content analysis. Quantitative findings indicated that career adaptability and academic motivation predicted the attitudes towards the teaching profession, significantly. Correspondingly, the qualitative data also gave parallel results with the quantitative data, indicating that students’ adaptation to career and their academic motivation were important predictors of their attitudes towards the teaching profession.
Today, many countries ensure that student teachers get into the real classrooms, practice in there, spend more time and translate theoretical knowledge into practice in schools during Initial Teacher ...Education. So that they can receive stronger support in the practicum process, and they can develop themselves. However, schools have been closed in so many countries due to the COVID-19 pandemic preventions. Therefore, countries have rearranged the teaching practicum process. The aim of this study, which was carried out with a systematic review, is to comparatively examine the teaching practicum processes of different countries during the COVID-19 pandemic. With a systematic review made according to certain criteria, teaching practicum in the COVID-19 in the countries of Australia, Canada (Ontario State), England, Greece, Hong Kong, Malaysia, Portugal, South Africa, Turkey, the United States of America (New York State) and Zimbabwe were examined. According to the findings, it has been seen that some countries have removed or stretched the teaching practicum requirement during the COVID-19, while some countries have carried out online teaching practicum (i) in K-12 schools, (ii) with peer learning, or (iii) using VR technology, and one country re-opened the schools after a short closure.
This study aims to reveal what the principals' experience of being a principal means to them. Phenomenological research design was used in the study. The study group of the research selected by the ...maximum diversity sampling consists of 37 principals. The findings of the study show that the most time-consuming tasks of school principals are grouped under three main headings: (1) supervision and control; (2) establishing and maintaining relationships; and (3) managing bureaucratic processes. There are 11 types of principals created by these daily works: watchman, fatherly, contractor, office clerk, visible, task sharer, CEO, psychologist, Swiss army knife, film director and culture builder. However, although this study shows that school principals assume more of a specific role and type, it can be stated that the permeability between these roles and types is high and whether or not the principals are mobile and relationship oriented have significant effects on the types they take on.
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