The purpose of this study was to investigate the attitude of Ethiopian teachers towards the teaching profession in secondary schools. We used a questionnaire to collect data from 404 teachers, the ...results of which indicate that 62.6% of the teachers had a moderate positive attitude towards their profession. The cognitive, affective, and behavioral responses had a positive correlation with each other. The findings also indicate that gender, age, qualifications, and teaching experience did not affect the attitude of teachers. We suggest further study to examine whether the teachers have a different attitude elsewhere and the impact of policy initiatives on teachers' attitudes towards their profession.
•Ethiopian teachers show a moderate positive attitude towards the teaching profession.•Planned policy initiatives and piecemeal interventions can bring attitudinal change.•The three attitudinal responses have positive strong correlations.•The paper gives insight into the Ethiopian system of education.•The Ethiopian modern education is not contextualized with the realities of the country.
På vei mot læreryrket Järnerot, Anna; Bonnevie Lund, Anne; Gamst Page, Alexander ...
2024
eBook
Odprti dostop
The Road to Becoming a Teacher demonstrates how student activities become part of the formative processes towards becoming a teacher. The various contributions describe the ways in which preservice ...teachers reflect over the professional they wish to become, and what aspects of this formation they wish to give more emphasis. The goal of the chapters is that they collectively demonstrate how preservice teachers can build academic insight and understanding of themselves as teachers, constructing their professional identities alongside a familiarity with the skills needed for the job. The road that preservice teachers take towards becoming fully qualified teachers entails close collaboration with their fellow students and educators, and the book elucidates the ways in which the instructors employed in teacher education can inspire their students. The contributions to the anthology engage with and develop the theoretical discourses of the field. Simultaneously, the chapter authors provide examples of how student active teaching may be carried out, examples that might be utilized by other educators. The target audience of the book are researchers and academic staff at universities and colleges, particularly within teacher education programs. It is also relevant for preservice teachers and professional teachers.
I denne boken beskriver forfatterne hvordan studenters aktiviteter på ulike måter kan inngå i deres dannelsesprosesser på veien mot å bli lærer, og hvordan de som underviser på lærerutdanningen kan inspirere til denne aktiviseringen. Antologien tar som utgangspunkt at lærerstudenters ferd mot å bli lærere er en transformativ prosess, en metamorfose, som innebærer et samarbeid mellom studentene selv og deres undervisere. Studenten deltar i undervisning der kunnskaper og praksiser deles, men det krever samtidig en innsats fra deres egen side slik denne kunnskapen og praksisen internaliseres og gjøres til deres egne. På denne måten blir kunnskaper og praksiser transformert til kompetanser og verdier, som i sin tur bidrar til å transformere studentens forståelse og holdning til det å bli lærer. Bidragene i boken er en blanding av teoretiske bidrag og resultat av ulike aksjonsforskningsprosjekt innenfor undervisning på lærerutdanning. De tar for seg forskningsbasert kunnskap som faglærere har fått rundt hvordan de kan bistå studenter til å forstå hvilken rolle de kan få i sitt kommende yrke. Denne rollen er påvirket av hvordan studentene utvikler forståelse av seg selv, yrket og ulike sammenheng som påvirker yrkesutøvelsen og må fremstå i et samspill mellom praktisk forståelse, en etisk fremtoning sammen med faglig skjønn. I tillegg må lærerstudentene reflektere over og vurdere hvilke aspekter de vil vektlegge for å bli den profesjonsutøveren de ønsker å være. Bidragene i antologien har som mål å utvikle fagområdets teoretiske kunnskaper rundt disse prosessene, og samtidig å gi eksempler til andre undervisere i høyere utdanning på hvordan studentaktiv læring kan gjennomføres på en måte som både fremmer faglig forståelse og forståelse av seg selv som lærer, altså utviklingen av en profesjonell identitet sammen med en dypere forståelse av lærerens utøverkompetanse.
This paper is about social class and the teaching profession. While class has long been a core focus in the Sociology of Education, little attention has been paid to how it is conceived and enacted ...in the context of the professions, including teaching. While research in the area is increasing, we know relatively little about "the daily class work" of teachers, and student teachers, in schools. In the context of drives internationally to diversify the teaching profession, attention is needed to the experiences of those from lower socio-economic groups in their (generally) upwardly mobile trajectories. This paper draws on a constructivist grounded theory study about the social class identities and experiences of 21 student teachers from working class backgrounds as part of a wider teacher diversity project in Ireland. I present the concept of class chameleoning that was constructed from the data, being "different people" in different contexts, a behaviour that was reported by the participants as being very common, and in which the vast majority recounted participating, in their placement schools. This behaviour was motivated by a strong desire to fit in and to not be looked down upon, but resulted in significant bifurcation of the self. The analysis is interrogated using Goffman's dramaturgical analysis of social life and Bourdieu's habitus clivé (divided habitus), as well as key findings from research in teacher education. I end by pointing to the ethical implications of diversifying the teaching profession for under-represented groups without concomitant adaptation of the culture of the profession and schools.
Reconhecendo ser importante que futuros educadores e professores, durante a formação inicial, vivenciem experiências profissionais, devidamente acompanhados, que prepararem para a profissão, o artigo ...dá conta de um estudo que traz ao debate perceções de professores cooperantes (PC) sobre o modelo de formação e condições que têm para realizar a função. Recorrendo a entrevistas semiestruturadas a PC que colaboram na formação de docentes de diferentes níveis de escolaridade, o estudo responde às perguntas de investigação: que perceções têm PC sobre as condições que a formação inicial oferece para a socialização com a profissão? que relações se estabelecem entre instituições de ensino superior (IES) e Escolas/PC? que perceções têm PC sobre a adequação do perfil que possuem para o exercício das funções que devem realizar? A análise de conteúdo das entrevistas permite tecer as seguintes considerações: o tempo de estágio é curto para a preparação profissional, embora a formação assegure uma boa preparação teórica; as relações de pertença às IES influenciam a aceitação do cargo, apesar de não usufruírem de condições para o exercer; em muitos casos, as IES não estabelecem relações fortes e articuladas com os PC; os PC consideram ter perfil adequado à função, seja adquirido por investimento pessoal, pela experiência da função ou pelas oportunidades de formação que as IES oferecem.
The study focused on generational differences in teachers’ professional competencies (interaction styles, teaching styles and didactic competencies) and motivation for the teaching profession. A ...total of 462 teachers (20 students with at least a bachelor’s degree; age: M = 43.36, SD = 11.05) participated in the study. The Questionnaire on Teacher Interaction (Slovak version), the Slovak Teaching Style Questionnaire, the Didactic Competencies Questionnaire and the Scale of Motivations for Choosing Teaching as a Career were administered. Teachers were divided into generations (Baby Boomers, born up through 1964; Generation X, born 1965 – 1980; Generation Y, born 1981 – 1996; Generation Z, born 1997 and later). The main finding of the study was that there were significant generational differences in professional competencies but no differences in motivation for the teaching profession. On the other hand, there were strong preferences for the leadership, helpful, student-teacher responsibility, understanding interaction styles and the supporting teaching style. Baby Boomers were also knowledge-oriented, Generations X and Y also goal-oriented, and Generation Z also preferred a managerial style. From didactic competencies, Baby Boomers were best in self-reflection and the realization of teaching; Generations X and Y were best in self-reflection and maintaining a positive classroom climate, and Generation Z was good in the realization of teaching.
The design, implementation and evaluation of the initial and continuous training programs for teaching staff are based on the competence approach model, as a way of defining and recognizing training ...results. Competences are defined as integrative sets of knowledge, skills, motivations and attitudes that mediate professional behaviour and guarantee expert action in specific fields and contexts of activity for the teaching profession. The main fields in which the competences corresponding to the teaching profession are defined and according to which the continuous training programs are designed, realized and evaluated, are: the specialty field, corresponding to the educational disciplines and the teaching position held by the teaching staff; the field of pedagogy and educational psychology; the field of didactics/specialized didactics; the field of educational management and school legislation; the field of information and communication techniques applied in teaching and learning processes, in institutional management and data management. The competence system on which this methodology is based takes over and adapts to the specifics of the teaching profession and to the requirements of Romanian pre-university education the categories and levels of competence with which the European Qualifications Framework and the National Qualifications Framework in higher education operate. The system operates with two fundamental categories of competences: professional competences: cognitive competences; functional-action skills; and transversal skills: role skills; to which the intercultural and interrelationship competence is added, the competence meant to ensure well-being and the competence to support the environment, according to what is stated by the OECD in the PISA Global Competence Framework, The European Sustainability Competence Framework, The Council of Europe Reference Framework of Competences for Democratic Cultures. The pedagogic practice internship involves a set of activities of observation, analysis and support of lessons, all under the guidance of a pedagogic practice mentor. The research method used was the survey, the questionnaire instrument being used in order to interview the students of the “Lucian Blaga” University of Sibiu, Faculty of Letters and Arts and Faculty of Social and Human Sciences.
The topic of teacher diversification relating to migration has come to the fore in recent years in many European countries and beyond. This Special Issue focuses on the ambivalent structures of ...recognition in national school systems regarding the situation of international teachers on the one side, as well as teachers with a family migration history on the other. Addressing these teachers’ experiences of migration discourses and structural barriers in the respective societies, without framing them as ‘the other’ teachers, is central to the intertwining of the teaching profession and migration. First, the topic of teacher diversification is introduced as a policy issue on a European level as well as on a national level in European countries. Second, recognition as an ambivalent theoretical concept is presented. Third, we use this perspective to point out dimensions of ambivalence of recognition for migrant teachers that become visible in the research presented in this Special Issue from Australia, Austria, Germany, Ireland, Sweden and Switzerland: formal (non-)recognition of professional certificates and experiences of international teachers, social recognition and misrecognition as well as recognition as a (powerful) practice of subject constitution in the context of migration research.
The deep learning teaching model is a student-centred teaching method that emphasizes guiding students to deep understanding and internalization of knowledge. Compared with traditional shallow ...learning, it focuses on the cultivation of students' critical thinking, innovation ability and cooperation spirit. And under today's trend of deep integration of information technology and teaching, how to utilize information technology to promote deep learning of college students has become a hot topic in educational research. In this paper, we design a teaching strategy aimed at promoting educational change and innovation through modernized information technology, and take the course "Programming Fundamentals" as an example, and carry out research from the aspects of design principles, learning activities, teaching mode construction, and effect evaluation, aiming to improve the teaching effect of the course and cultivate talents with independent learning ability, teamwork ability and innovation ability.
