Teacher

Empathy is theorized to improve the teaching effectiveness of teachers in urban and multicultural classroom settings. However, the field has few models useful for training and preparing teachers to cultivate empathy as a professional disposition. This study examines the academic, behavioral, and social/relational interactions of four White female high school teachers with their Black male students. Findings suggest that empathy, as a professional disposition applied by teachers to negotiate interactions with students, requires two phases of implementation. Phase 1 is the acquisition of new knowledge. Phase 2 is the strategic negotiation of that knowledge and interpretation of student feedback to make the necessary pedagogic adjustments in subsequent student–teacher interactions. Implications for teacher education and professional development are discussed.

Teaching in the 21st century poses many challenges for teachers, and thus, they need to take on more roles in their schools to meet the expectations of students, parents and the school community. In this regard, this study examined the relationship between teachers' self-efficacy beliefs and their job satisfaction. Participants of the study were 489 elementary, middle and high school teachers in the district of Beyoğlu, İstanbul. 295 (61%) of the participants were female and 194 (39%) were male. The average age of the participants was 34. Their teaching experience varied between 1-29 years. The results revealed a significant positive relationship between teacher self-efficacy and job satisfaction, and teacher self-efficacy was found to be a significant predictor of job satisfaction.

Araştırmanın temel amacı; sınıf öğretmenlerinin derste öğrencileriyle göz teması kurma davranışlarını ve bu davranışları hakkındaki görüşlerini, meslekî kıdemlerine, cinsiyetlerine, algısal öğrenme stillerine ve öğrencilerinin akademik başarı düzeyleri ile cinsiyetlerine göre incelemektir. Bu temel amaç doğrultusunda araştırmanın ilk iki bölümünde eğitim ve iletişim literatürü çerçevesinde araştırmanın problem durumu ve kuramsal çerçevesi tanımlanmış, sözsüz iletişim becerileri ile algısal öğrenme stilleri kapsamında araştırmanın temel kavramları teorik düzeyde incelenmiştir. Ayrıca araştırma kapsamında, veri toplama yöntemi olarak kullanılan göz izleme sistemi ve teknolojileri hakkında bilgiler verildikten sonra, farklı bilim alanlarında yapılan göz izleme çalışmalarının sonuçlarına göre; öğretmenlerle öğrenciler arasında gerçekleşen göz teması kurma davranışlarının bu yöntemle ölçümlenip ölçümlenemeyeceği tartışılmıştır. Araştırmanın yönteminin anlatıldığı üçüncü bölümde, öncelikle araştırmanın modeli, değişkenleri, çalışma grubu, veri toplama yöntemleri ve araçları, sınırlılıkları, veri analiz süreçleri anlatılmıştır. Araştırmanın dördüncü bölümünde ise, araştırma kapsamında yapılan göz izleme testi ve diğer veri toplama yöntemleriyle ulaşılan bulgular, öncelikle öğretmenlerin göz teması kurma davranışları, daha sonra ise bu davranışları hakkındaki görüşleri kapsamında iki başlık altında anlatılarak yorumlanmıştır. Kıdem değişkenine göre odaklanma süresi anlamlı olarak farklılaşmaktadır (p=0,039). Ancak, odaklanma sayısı kıdeme göre anlamlı bir farklılık göstermemektedir (p=0,336). Başka bir anlatımla, sınıf öğretmenlerinin kıdemi, odaklanma süresini anlamlı düzeyde etkileyen bir faktörken, odaklanma sayısını anlamlı düzeyde etkileyen bir faktör olmadığı söylenebilir. Öğretmenlerin öğrenme stilleri değişkenine göre odaklanma süresi anlamlı olarak farklılaşmaktadır (p=0,004). Ancak, odaklanma sayısı öğretmenlerin öğrenme stillerine göre anlamlı bir farklılık göstermemektedir (p=0,199). Başka bir anlatımla, sınıf öğretmenlerinin öğrenme stilleri, odaklanma süresini anlamlı düzeyde etkileyen bir faktörken, odaklanma sayısını anlamlı düzeyde etkileyen bir faktör olmadığı söylenebilir. Öğrenci not ortalması değişkenine göre odaklanma süresi (p=0,031) ve odaklanma sayısı (p=0,022) öğrenci not ortalamasına göre anlamlı bir farklılık göstermektedir Başka bir anlatımla, öğrencilerin not ortalamasının, odaklanma süresini ve odaklanma sayısını anlamlı düzeyde etkileyen bir faktör olduğu söylenebilir. Araştırmanın beşinci ve son bölümünde, öğretmenlerin meslekî kıdemlerinin, algısal öğrenme stillerinin ve öğrencilerin akademik başarılarının göz teması kurma davranışları arasında anlamlı bir ilişki olduğu ortaya çıkmıştır. Ancak öğretmenlerin cinsiyet değişkeninin ve öğrencilerin cinsiyet değişkeninin öğretmenlerin göz teması kurma davranışları üzerinde açıklayıcı etkiye sahip olmadığı sonucuna ulaşılmıştır. Son olarak araştırma sonucunda elde edilen bulgulara göre öğretmenlerin göz teması kurma davranışlarını geliştirmeye yararlı olabilecek ve gelecekte aynı konuda yapılacak araştırmalara ışık tutacak önerilerde bulunulmuştur. ANALYSING EYE CONTACT BEHAVIOURS OF CLASSROOM TEACHERS BASED ON SOME VARIABLES The main objective of the present study is to analyze eye contact behaviors of classroom teachers during the class and their opinions about such behaviors of them based on their professional seniority, gender, perceptional learning styles and level of academic achievement of their students. In line with this primary objective, the problem situation and the theoretical framework of the study is defined under the educational and communication literature in the first two chapters of the study, and then the main concepts of the study are analyzed in a theoretical level under the non-verbal communication skills and perceptional learning styles. In addition, upon giving information on the eye tracking system and technologies used as a data collection method, whether the eye contact behaviors between teachers and students can be measured through this method is discussed based on the results of the eye tracking studies conducted in different scientific disciplines. In the third chapter of the study where the method used is discussed, primarily the model, variables, work group, data collection methods, data collection tools, restrictions, data analysis of the study are described. In the forth chapter of the study, the findings obtained through the eye tracking test performed under the study and other data collection methods are interpreted in two headings: firstly, eye contact behaviors of teachers, and secondly, their opinions about such behaviours of them. There is a statistically signifant difference in focusing time based on the seniority variable (p=0,039). However, there is no statistically significant difference in the number of focusing based on the seniority variable. (p=0,336). In other words, while the seniority of the classroom teachers affects the focusing time significantly, it is possible to say that it does not affect the number of focusing significantly. There is a statistically significant difference in focusing time based on the teachers' learning styles variable (p=0,004). However, there is no statististically significant difference in the number of focusing based on the teachers' learning styles (p=0,199). In other words, while the classroom teacher's learning styles variable is a factor that affects the focusing time significantly, it is possible to say that it is a factor that does not affect the number of focusing significantly. There is a statistically significant difference in focusing time (p=0,031) and number of focusing (p=0,022) based on the students' grade point average variable. In other words, students' grade-point average is a factor that significantly affects the focusing time and number of focusing of the students. In the fifth and final chapter of the study, it reveals that there is a statistically significant relation between the eye contact behaviours, professional seniority and percentional learning styles of teachers, and academic achievement of students. However, it is found that teachers' gender variable and students' gender variable do not have a descriptive influence on the eye contact behaviours of the teachers. Consequently, according to the findings obtained at the end of the study, recommendations are made that would help improve the eye contact behaviors of the teachers and shed light on the future studies on the same issue.

Nell’articolo, l’autore, alla sua prima esperienza di docente CLIL/DNL, descrive i caratteri, le fasi e lo svolgimento delle attività e fornisce esempi di lezioni in presenza e on line del modulo “Cybercrime and security measures” recentemente erogato agli alunni di una classe quinta di un Istituto Tecnico Economico ad articolazione SIA (Sistemi Informativi Aziendali). Durante un cospicuo periodo di assenza dal servizio, l’autore si è visto costretto a ripianificare e riprogettare una parte del percorso formativo, in corso d’opera  e, coinvolgendo gli altri colleghi del CLIL team, ha disegnato e allestito tre webinar sulla piattaforma wiziq.com per compensare alcune lezioni in presenza. Questa volta, il docente CLIL/DNL, nella veste di elearning researcher, investiga e si sofferma su alcuni rilevanti aspetti che emergono  nel corso delle tre lezioni on line perché nota che la quantità e qualità delle interazioni on line migliora quando il classroom discourse si basa sull’uso delle funzioni comunicative del linguaggio riuscendo a fondere teoria e pratica in modo naturale ed efficace. Questo contributo infine mostra come sia stata condotta e realizzata la Ricerca-Azione, nel rispetto dei canoni scientifici,  evidenziando quali sono stati i punti di debolezza e prospettando i possibili sviluppi .

https://www.learningclassesonline.com/2019/09/lesson-plan.html
Lesson Plan: Meaning, Definition, Concept, Introduction, Components, Importance, Principles, Characteristics, Steps, Types, Format, Template, Examples
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With special reference to Herbartian approach A teacher who is attempting to teach without inspiring the pupil with a desire to learn is hammering on a cold iron. Horace Mann Teaching is a complex activity. it needs proper preparation and planning. lesson plan is the blue print of those teaching activities that are to be done in the classroom. Every teacher tries to plan the content in his own style so that he can teach systematically and effectively at the right moment. MEANING AND IMPORTANCE OF LESSON PLANNING Teaching is a process which involves those teaching activities which a teacher performs in the classroom. It is based on planning and specifically lesson planning. Thus, a lesson plan is a detailed plan prepared by the teacher in advance for the daily teaching. It helps the teacher in systematic, and effective teaching. Lesson plan is a teaching outline of the important point of a lesson arranged in order in which they are to be presented; It may include objectives, points to be made, questions to be asked, reference to materials, assignments etc.. Lesson planning is a special skill that is learned in much the same way as other skills.. When the teacher is able to create his own lesson plans, it means he has taken a giant step toward "owning" the content the teach and the methods he use, and that is a good thing. Acquiring this skill is far more valuable than being able to use lesson plans developed by others. It takes thinking and practice to hone this skill, and it won't happen overnight, but it is a skill that will help to define one as a teacher. Knowing "how to" is far more important than knowing "about" when it comes to lesson plans, and is one of the important markers along the way to becoming a professional teacher. It is also in keeping with a central theme of this site that one should learn to plan lessons in more than one way. The corollary is, of course, that there is no one "best way" to plan lessons. Regardless of the form or template, there are fundamental components of all lesson plans that one should learn to write, revise, and improve. The old adage, "Practice doesn't make perfect; perfect practice makes perfect" is at the core of learning this skill.. The teacher regularly achieves the teaching objectives and processes in the form of lesson planning.. It develops the possibilities of adjustment in the classroom situations which makes the teaching effective.It helps in recalling every step of curriculum unit

Dronkers és Róbert (2005) a nemzetközi és a magyar eredményességi mutatók összevetésével megállapították, hogy az egyházi iskolák diákjainak teljesítménye jobb a más fenntartású iskolák diákjainak teljesítményéhez képest, továbbá a hátrányos helyzetű diákok is jobban teljesítenek ezekben az intézményekben (Horn és Neuwirth, 2007). Az eredményesség fő összetevője az a rejtett erőforrás – a társadalmi tőke – (Pusztai és Verdes, 2002; Pusztai, 2004), melyet az iskolák sajátos közössége, a vallásos háttér teremt
meg. Ebben nagy szerepe van a tanári önkéntes szabadidő
s befektetésnek, valamint az egyházi iskolákra kiemelten jellemző egységes normarendszer érvényesülésének (Pusztai, 2009). Ezért döntöttünk úgy, hogy az egyházi iskolák tanárait és iskolai légkörét vizsgáljuk. Az iskola dolgozóinak és felhasználóinak véleménye eltérhet a klímáról. Felvetődik a kérdés, hogy kinek a véleménye a döntő. Ellet (1978) kutatásai szerint a tanárok véleménye jobban tükrözi az iskolai eredményeket, mint a diákoké. Raffety (2003) szerint a klíma végső soron azon múlik, hogy mi zajlik a pedagógusok fejében, szívében, és mit tesznek a kezükkel. Ezért volt fontos számunkra, hogy megismerjük, kik tanítanak a középiskolákban, és mit gondolnak iskolájukról, munkájukról.

The research was carried out to find out primary school teachers’ educational value judgement in regards to teaching process and to understand differences in their values and its effect on their teaching and on their school. The survey was a qualitative type and direct interview method was used to collecting the data. Interview form which built up by the researchers was used as data collection tool. During the development of the interview schedule, firstly literature was reviewed, expert advice and opinion were obtained, pilot study were administered, and the final form of the interview schedule was given following advisory consultations. The survey was carried out within 2007-2008 educational year, with the participation of 40 educationists. Data has been subjected to the content analysis.
The results of research demonstrated that teachers have different value judgements in terms of education processes and this diversity was caused conflicts between teachers at times. At the same time different value judgements in terms of discipline and evaluation of students was caused negative effects over students. Further research aimed at a more detailed evaluation of this data will be beneficial.

In this article, we describe the results of a study of chemistry high school teachers ’ beliefs (N = 7) of the chemistry curriculum and their roles, their beliefs on the teacher as developer of materials, and their beliefs about professional development. Teachers ’ beliefs influence the implementation of a curriculum. We view the use of a new curriculum as a learning process, which should start at teachers ’ prior knowledge and beliefs. The results reveal that it is possible to develop a new curriculum in which teachers ’ beliefs are taken as a starting point. Promising approaches to prepare teachers for a new curriculum is to let them (co)develop and use curriculum materials: It creates ownership, and strengthens and develops teachers ’ pedagogical content knowledge (PCK).

In inclusive education classrooms, teachers’ knowledge of the disabilities of their students is an important aspect in language teaching. Of these disabilities is dyslexia. Little research has been conducted about teachers’ awareness of dyslexia but almost none about the knowledge of the themes or the specific characteristics of dyslexics. The researcher has noticed that some first language teachers (Arabic) seem not aware of some crucial characteristics of dyslexia. To find out about which of these characteristics are not clear for first language teachers the researcher explored 14 first language (Arabic) teachers’ knowledge of the characteristics of this disability through a matrix questionnaire. Findings of this study add to literature in that they highlight the general themes and the specific areas of dyslexics’ characteristics that first language teachers are not aware of. Although the participants claimed their knowledge of dyslexia, the results revealed that most of them are ...

AbstractSchooL readiness is an important concern for parents and teachers because it is a muLtifaceted process which encompasses aLL the developmental areas and various skills of children rather than only focusing on cognitive and literacy skills. In particular, preschool and first grade teachers experience the positive and negative sides of the process of school readiness. In this study, basic qualitative research was used to compare teachers' views about school readiness. The participants were 35 preschool and 35 first grade teachers and a semi-structured interview protocol developed by the researchers was used to collect data. Qualitative analysis was performed at the end of the study and according to the findings, the following five main themes were determined: definition of school readiness, the effective people and institutions in the school readiness process, preschool education for school readiness, the difficulties encountered in the school readiness process and suggest...

Every  day,  the  number  of  children  born  with  disabilities  is  increasing.  One  of  the  many  disabilities  is  Down's  syndrome,  which occurs on average in one of  650 infants.  For a child born with this disability,  it is much more difficult to normally grow, develop and function in everyday  life.  In the past,  children born with Down syndrome were neglected, and their education was not paidalmost any attention. Today, there are significant changes in social awareness related to rights and needs of children with Down syndrome.  Early  intervention  programs  that  are  being  developed  in  order  to  mitigate  problems  of  children  with  disabilities  are becoming  much  better,  and  the  number  of  therapeutic  methods  is  increasing.  There are a  number  of  institutions  and organizations which provide assistance and  support to the parents of  children with Down syndrome.  To encourage  their overall development and enable easier and more efficient functioning in society, children with Down syndrome are being integrated into pre-school  and  school  facilities.  The  aim  of  this  work  is  to  further  sensitize  the  public  to  problems  and  needs  of  this  very vulnerable population of  children and show examples of  successful integration of  children with Down syndrome in kindergarten and elementary schools

Sınıf içi ili
kilerde öretim ve yönetimin etkili olabilmesi için olumlu dil kullanılması
ara
tırmalar sonucunda ula
ılan bir bilgidir. Uygulamalar da göstermektedir ki, özellikle öretmenin
sınıfın yönetimi esnasında kullandıı olumlu dil, örenci davranı
larını ve dolayısıyla sınıf atmosferini
olumlu yönde etkilemektedir. Sınıf ortamında örencilerin davranı
larını yönetmenin önemli bir boyutu
duyguların yönetilmesidir. Duyguların yönetilmesinin en kolay yöntemi ise olumsuz duyguların ortaya
çıkmasına neden olan öretmen davranı
larının mümkün olduu kadar ortadan kaldırılmasıdır. Sınıfta
istenmeyen örenci davranı
larının önemli bir kısmı örencinin dersin i
leni
i ile ilgili tepkilerinden
ortaya çıkıyor olması bilinse de, bazı davranı
larda bizzat öretmenin
ahsına kar
ı tepki olarak ortaya
çıkmaktadır. Bazı durumlarda örenciler öretmeni zor durumda bırakmak için kasten çok farklı

ekillerde istenmeyen davranı
lar sergilemektedirler. Bu davranı
lar öretmenden kaynaklanan
istenmeyen örenci davranı
ları olarak isimlendirilirler. Bu örenci davranı
ları dier istenmeyen örenci
davranı
ları gibi yönetilemezler. Çünkü örencinin bilerek ve isteyerek yaptıı davranı
lardan
olu
maktadırlar. Bu yüzden istenmeyen örenci davranı
larını örencilerin kasıtlı olarak yaptıkları ve
herhangi bir kasıt olmadan dikkatin daılması ve dersin monotonla
masından kaynaklananlar olarak iki
ayrı bölümde ele almak mantıklı olabilir.
Bu yüzden ara
tırmada örencilerin bilerek ve isteyerek öretmeni sınıfta zor durumda
bırakmak amacıyla yaptıkları davranı
lar ve kullandıkları yöntemler incelenmi
tir. Ara
tırmada betimsel
yöntem kullanılmı
ve ilköretim örencilerinin bilerek ve isteyerek öretmenleri zor durumda bırakmak
için kullandıkları yöntemler ya da dier örencilerin kullandıkları yöntemler açık uçlu soruların olduu
nitel görü
me formuyla belirlenmeye çalı
ılmı
tır. Ara
tırmadan elde edilen verilere göre örenciler
öretmenleri sınıfta zor durumda bırakmak için her zaman mantıklı bir gerekçe aramamaktadırlar ve
böyle olduunu da itiraf etmektedirler. Bazı durumlarda sadece elence olsun diye veya kendilerini
çevrelerindeki arkada
larına ispatlamak için öretmeni sınıfta gülünç ya da zor durumda bırakacak farklı
yöntemler kullandıklarını ifade etmektedirler. Bunlardan en çok kullanılanları
unlardır; Sürekli
öretmenin sözünü kesmek, dersle alakası olmayan sorular sormak, dei
tirilmi
ve tuzak sorular sormak,
sürekli anlamadıını söyleyerek zaman kaybettirmek, dersten sıkıldıını belli edecek sesler çıkararak
öretmenin dikkatini ve motivasyonunu bozmak.
Anahtar Kelimeler: Öretmeni Zor Durumda Bırakmak, Örencilerin Kasıtlı stenmeyen
Davranı
ları, Örenci Davranı
ları, Sınıf Yönetimi.


Abstract
One of theimportantcomponents of management of studentbehavior in theclassroom is
managingtheiremotions. Theeasiestwaytomanageemotions is
removingteacherbehaviorsthatcausestudents’ negativeemotions. Although it is
knownthatsomeimportantpart of theundesirablestudentbehaviors in theclassroomarestudents’
reactionstothemethod of teaching, someundesirablebehaviorsarereactionsforteachers’ personality.
Inthatsituation, students can behaveundesirablyto put teachers in a
difficultposition.Thesebehaviorsarecalled as undesirablestudentbehaviorsarisingfromteachers. They can
not be managed as theotherundesirablestudentbehaviors can. Becausetheycomprised of
consciousandintendedbehaviors.
That is there asonwhythisstudyexaminedintendedandconsciousbehaviors of studentswhichaimto
put teachers in a difficultposition in theclassroom. Descriptivemethod is used in
thisstudyandqualitativeinterview form whichincludesopen-endedquestions is alsousedtoidentifymethodsthatprimaryschoolstudentsuseto put teachers in a difficultpositionortheothers’.
Accordingtotheresults of thisresearch, students do not always put theirteachers in difficultpositionbased
on reasonablegroundsandtheyalsoadmit thisfact.
Insomecasestheyexpressedthattheyusedifferentwaystomakefun of theirteachersortoleavethem in an
embarrassingsituationjustforfunwithoutanyreasons. Themostcommonlyways can be listed as
interruptingteacher, askingnon-relatedquestions, askingmodifiedtrickquestions, consuming time
bysayingthattheydon’tunderstandthesubject, distractingtheattentionanddemotivation of
theirteacherbymakingsomekind of weirdvoices in whichtheyshowthattheyarebored.

Keywords: Classroom Management, Students’ Behaviors, UndesirableIntentionalStudents’
Behaviors, to Put Teachers in a DifficultPosition

Tratando de buscar la mejor forma de exponer la presente apuesta educativa, me atreveré a entrar en contacto con la experiencia, a resurgir, una vez más, en esta existencia acogiendo lo que acontece en mi tránsito como maestra. Para ello pondré en diálogo los referentes teóricos de mi proyecto de investigación fenomenológica en torno a una anécdota personal que será narrada por partes que aparecen al iniciar cada apartado del presente capítulo y, en la cual, se deconstruye lo que he pensado, lo que he sentido, lo que he dicho, lo que he hecho y lo que he sido, con el fin de brindar otros horizontes de sentido a la vocación del ser maestro.

Held annually, the Teaching Black History Conference aims to improve Black history curriculum decision-making and instructional practice. Individual sessions are led by classroom teachers as well as university professors. This year’s theme is Teaching Black History across the Disciplines: A Black Studies Approach. We are focusing on how teachers can bring aspects of Black history and continue to teach math, science, art, English, etc. This year, our guest panel features Karyn Parsons, founder of Sweetblackberry (http://www.sweetblackberry.org/). You may know Karyn as Hillary from the Fresh Prince of Bel-Aire, a popular sitcom during the 1990s. Sweetblackberry develops Black history cartoons for school children.

Featured presentations include also Black History 101 Mobile Museum (https://www.blackhistorymobilemuseum.com/) and Teaching Tolerance (https://www.tolerance.org/). The conference is for teacher candidates, practicing teachers, teacher educators, community educators, homeschool educators, and anyone interested in furthering Black History Education.

You can register at www.bit.ly/carter-conference-2018. Registration is only 40.00 and can be paid by cash or check. Please send checks to 303 Townsend Hall, Columbia, MO 65211 attention to LaGarrett King, Director. Make the checks payable to the University of Missouri. Please register by June 1, 2018. Any questions, please email cartercenter18@gmail.com.

Thank you,
LaGarrett King
Director
CARTER Center for K-12 Black History Research, Teaching, and Curriculum

O presente artigo traz à reflexão questões direcionadas para a profissão docente, bem como sua classe, uma vez que há diferenciação quanto à prática do docente acadêmico e a do docente do ensino básico. Porém, o principal objetivo do presente artigo se dá a partir do momento atual que vivenciamos, a pandemia de Covid-19. Como analisar a questão da classe social, do trabalho em home office, do ensino remoto, da ociosidade e da criação, em especial nessas duas classes de docentes? O “novo normal” que se espera acontecer no período pós- pandemia seria capaz de responder a essas mesmas questões? Com teor filosófico, para sustentar todas os quesitos trazidos para o debate, estas mesmas indagações serão apresentadas com o propósito de instigar a reflexão crítica.

It is not possible for a teacher to achieve the educational target without his/ her professional qualities, and the relationship to the students and to the work he/ she performs. The teacher has a dominant role in the education. He/ she is a personality who has got the own style of work - the own style of teaching the students.
This is the main topic of the article. It looks at the teaching styles of a teacher as per the various authors who are the experts in this area. The article also describes the analysis of the personality characteristics of a teacher that have an important role in the teachers‘ profession.
Key words: teacher, educational process, educational style of a teacher, relationship teacher – student

Bez profesijných kvalít učiteľa, jeho vzťahu k žiakom a k práci, ktorú vykonáva, nie je možné dosiahnuť výchovno-vzdelávacie ciele. Učiteľ vo vzdelávaní má dominantné postavenie. Je svojím spôsobom osobnosť a má svoj štýl práce, teda svoj štýl učenia žiakov.
Príspevok sa danou problematikou zaoberá. Je v ňom uvedené prehodnotenie vyučovacích štýlov učiteľa podľa rôznych autorov, ktorí sa danou problematikou zaoberajú a analýza osobnostných charakteristík učiteľa, ktoré majú v učiteľskej profesii významnú úlohu.
Kľúčové slová: učiteľ, vyučovací proces, vyučovací štýl učiteľa, vzťah učiteľ - žiak

Principals are a key factor on various aspects of schooling, and teachers play a determinant role on student's achievement. Several statistical studies have shown this significance. Fewer findings are about the power relationship that exists between the principal and the teachers. The role of effective use of power and empowerment initiatives is not clear. This paper focuses on investigating the relationship among the principal's bases of power, and the role of power in effective teacher and teacher empowerment. For the current study, the primary data source used was a survey. The sample comprised of 20 principals and 100 teachers in High Schools in Albania. Results of the study indicate that correlation exists between ''staying on top'' and level of power. Findings show also that there does not exist a general organizational climate that encourages empowerment and delegation The data suggests that most teachers perceive their principals as operating from a legitimate power base.

This study examined the teacher’s questioning interaction for meaning negotiation in an EFL classroom at a junior high school in Banda Aceh, Indonesia. Data was collected from an English teacher who was teaching seventh grade students. The instruments used were an observation sheet adapted from Arikan (2004), a set of interview questions adapted from Skilton and Meyer (1992) and Beutel (2010), and recordings. The questioning interaction was analyzed following on the three questioning devices: comprehension check, clarification check and confirmation check (Long, 1983). The findings showed that comprehension check was the most dominant device applied by the teacher (30%), followed by clarification check (14.3%), and confirmation check (12.8%). The dominant use of comprehension check in the classroom reflected the typical interaction in the EFL context, in which there was much more negotiation of meaning going on between the teacher and students to gain understanding. All of these dev...

RESUMEN
Este trabajo es parte de un proyecto de investigación del CONICET que desde 2011 estudia la formación docente continua. La presentación tiene por objeto dar a conocer una investigación en curso que se propone explorar el desempeño del rol de coordinación y el desarrollo de habilidades vinculadas a ella. Con este fin se diseñó un dispositivo que consistía en el acompañamiento bajo la forma de supervisión de dos profesoras psicodramatistas que se entrenarían como coordinadoras en un grupo que invitaría a docentes en ejercicio a trabajar con los conflictos de su práctica. El corpus se conforma con los 10 encuentros del grupo de docentes coordinados por estas dos profesoras al que llamaron "Entre docentes", que aún está en curso, 6 entrevistas a ellas y las 10 situaciones de supervisión posteriores a los encuentros. En este trabajo se describen el dispositivo de investigación y el dispositivo "Entre docentes" coordinado por las dos profesoras en formación y se presenta un avance del análisis realizado por una de las coordinadoras acerca de su proceso de formación hasta el momento, con foco en la co-coordinación. Se identifican 4 funciones diferentes que parece haber cumplido "el otro" en su proceso de formación.
Palabras clave Formación de formadores-Co-coordinación grupal-Psicodra-ma-Práctica docente
ABSTRACT
This paper is part of a CONICET research project that has been studying continuous teacher training since 2011. The purpose of this presentation is to share an ongoing research that aims to explore the performance of the coordination role and the development of skills linked to it. To this end, a device was designed to accompany through supervision two psychodramatist teachers who would train as coordinators in a group that would summon practising teachers to work with conflicts of their practice. The corpus is made up of the 10 meetings with the group of participants coordinated by these two trainee teachers called "Entre Docentes" (Among teachers), which is still in progress, 6 interviews with them and the 10 supervision sessions after the meetings. This paper describes the research procedure and the device "Entre docentes" coordinated by these two trainee teachers and presents part of the analysis carried out by one of the coordinators about her training process so far, focusing on cocoordination. 4 different functions which seem to have been fulfilled by "the other" in the training process.

In the digital age, where the access to unlimited information and resources has become so easy, it is rather illogical to reckon that teachers are responsible for knowledge transfer only. Today, teachers’ responsibility should be to ensure that their students are educated as active and creative individuals who are able to inquire, think critically, solve real world problems, and reflect what they have learned into their own lives. In this context, for the development of these skills in students, the teachers should benefit from effective in-class questioning techniques. Teachers use questioning techniques to engage students in the learning process, encourage them to think, provide them with the opportunity to share their ideas about a subject, and measure the level of learning (Jacques, Cian, Herro & Quigley, 2020; Walsh & Hodge, 2016; Wang, Chai & Hairon, 2017). This study aims to examine the level of benefit that the teachers get from in-class questioning techniques in terms of school type (public and private), gender, seniority, and branch.
The study was designed according to causal comparison research design (Büyüköztürk, Kılıç Çakmak, Akgün, Karadeniz & Demirel, 2009). "In-Class Question Asking Techniques Scale (ICQATS)" developed by Büyükalan Filiz, Çelik and Toraman (2018) was used to collect data. The scale consists of 20 items in total and has five factors (dimensions): (1) Motivation, (2) Technical Characteristics of Questions Asked, (3) The Frequency of Benefiting from Questions, (4) The relationship between Question & Feedback, and (5) Asking Questions as a Means of Evaluation. The data were obtained from teachers working in a public and a private secondary school (252 public school teachers and 201 private school teachers) in İzmir, where data can be easily collected. In addition, the most important criterion for participation has been the principle of volunteering. The sampling method used in the study is purposeful sampling. Data were collected online via Google Forms. Face-to-face applications were avoided because of the pandemic. Descriptive statistics and the Mann-Whitney U Test and Kruskal Wallis Test, which are nonparametric comparison tests, were used in the analysis of the data. Nonparametric tests were preferred since the data did not show a normal distribution as a result of the normality test. The results revealed that, in terms of the in-class questioning techniques according to the type of school in which teachers work, there are significant differences in asking questions motivationally, in the frequency of benefiting from questions, and in asking questions as a means of evaluation (U = 677, p <.05; U = 704, p <.05. U = 187, p <.05). In this context, private school teachers use questions for motivational purposes more than public school teachers, they use questions more, and use these questions more as a means for evaluation. However, there is no significant difference between the technical characteristics of the questions asked by the teachers in terms of school type and the question-feedback relationship (p> .05). When the teachers' level of using in-class questioning techniques was analyzed in terms of gender, no significant difference was found in the dimensions of the in-class questioning techniques scale (p>.05). Similarly, when the level of benefit that the teachers get from in-class questioning techniques in terms of seniority and branch was analyzed, no significant difference was found (p> .05). In conclusion, it is essential for teachers to use questions that arouse curiosity in students, motivate them towards the lesson and learning, and make a connection between what they learn and what they already have, and questioning techniques, which is a core element of the learningteaching process. It is an important finding that private school teachers benefit from in-class questioning techniques more than public school teachers. In this context, reevaluation of the use of questioning techniques by public school teachers and creating appropriate learning environments where their students can benefit more from these techniques will increase students' motivation towards the lesson and contribute to the development of various thinking skills in students. Therefore, it can be suggested that public school teachers improve themselves by participating in in-service trainings on how to use different questioning techniques and learning from the research in the related field.

Keywords: question, questioning techniques, teacher.

Bu araştırmayla Hong vd. (2016) tarafından geliştirilen ölçeğin Türk kültürüne uyarlanması, umut duygusu ile hayal kırıklığı duygusu boyutları eklenerek ölçeğin altı boyut olarak revize edilmesi ve öğretmenlerin görüşlerinin ortaya çıkarılması amaçlanmıştır. Araştırma, Türkiye'nin farklı illerindeki ortaokullarda görevli öğretmenlerden oluşan üç grupla yürütülmüştür. Araştırmada, ilk olarak dilsel eşdeğerlik sağlanmış (r=.849, p<.01), sonra ölçek uzman görüşüne sunulmuş ve düzeltmeler yapılan ölçeğe boyutlar eklenmiştir. Ölçeğin yapı geçerliğini tespit etmek için yapılan AFA sonucunda faktör yüklerinin .609 ile .855 arasında değiştiği, DFA sonucunda ise modelin iyi uyum gösterdiği belirlenmiştir. Cronbach's alpha iç tutarlılık katsayıları (α=.749-α=.896) ve madde-toplam korelasyonları (r=.502-.813) ölçeğin güvenilir bir ölçme aracı olduğunu ortaya koymuştur. Ayrıca boyutlar ara-sındaki anlamlı ilişkiler de (r=-.166-.581) ölçeğin iç tutarlılığın sağlanmış olduğunu göstermiştir. Altı boyut ve yirmi yedi madde olarak nihai yapıya kavuşturulan ölçek öğretmenlere (N=732) uygulanmış olup öğretmenlerin görüşlerinin Kaygı Duygusu boyutunda "kesinlikle katılmıyorum", Gurur Duygusu boyutunda "katılıyorum", Haz Alma Duygusu ve Umut Duygusu boyutlarında "kesinlikle katılıyorum", Öfke Duygusu ve Hayal Kırıklığı Duygusu boyutlarında "katılmıyorum" düzeyinde olduğu sonucuna ulaşılmıştır.

Educational system of a country plays a key part in rearing a mentally and physically rich nation. The crucial role of teachers in the development of this system and training creative students is undeniable. Teacher creativity research has espoused the role of different factors, including teacher motivation, self-efficacy and burnout in creating more teaching creativity and increased teaching success. However, the findings of research in this regard are still inconclusive. The researchers in the current study embarked on probing the relationship between Iranian high school teachers" creativity on the one hand, and their motivation, self-efficacy and burnout, on the other. In so doing, 100 teachers were recruited as the study participants. To conduct the study, a set of questionnaires-Torrance"s (2008) test of creativity, Hackman and Oldham"s (1980) teacher motivation scale, Bandura"s (1997) teacher Self-Efficacy questionnaire, and Maslach and Jackson"s (1981) Burnout Inventory-were utilized. The results of the study showed that there is a significant positive correlation between teachers" motivation and self-efficacy, on the one hand, and their creativity, on the other. Moreover, a significant negative correlation was found between teacher burnout and creativity. The implications of the findings are discussed throughout the paper.

The Hungarian educational system has been changed rapidly in the last decade, which has fundamentally transformed the status and position of teachers as well. The study attempts to explore how innovative, knowledge-intensive teachers perceive their own organizational environment based on their opinion regarding three main areas: image of an ideal school, organizational socialization and culture as well as leadership. The research was basically based on qualitative elements: structured interviews, career path narrative and focus group discussions. Besides qualitative analyses, the large-scaled teacher survey was also used. Many of these teachers formulate a concept of a good school in general on the basis of a performance aspect and emphasize the role of school climate. Within this, however, the opinions are highly segmented. There are several factors in school climate (teacher-teacher relationship, teacher-student relationship, teacher-parent relationship, school leadership, common values and norms). Based on the analysis, three socialization patterns were identified, which are distinguished by the level of support, formalization and the role of the newcomer. We've compared the above with organizational culture elements appearing covertly in the responses.

In this study, it was aimed to find out the characteristics of inspiring teachers who inspired teacher candidates to do teaching profession properly. In the study, “An Exploratory Sequential Design” a mixed method where qualitative and quantitative approaches are used concomitantly, was employed to determine the inspiring teacher characteristics. In this design, the researcher respectively followed two steps. In the first step grounded theory research design as a qualitative research design was used and in the second step survey research model as a quantitative research design was used. Inspiring Teacher Scale (ITS) was developed by the researchers to collect the data. In the second phase, the study group was extended to continue the quantitative studies. Exploratory and confirmatory factor analyses were used first to analyze the data. The results of analysis have demonstrated that the items loaded on four factors, which reflect inspiring teacher characteristics as “teacher communication”, “personal characteristics”, “professional development” and “supporting students in different ways”. Findings suggest that ITS, which has four-factor structures with 36 items, can be suggested as a valid and reliable instrument to determine the characteristics of inspiring teacher. Therefore, in this study the characteristics inspiring teachers were specified according to opinions of teacher candidates and presented to be o model for teacher candidates.
Keywords: Education, teaching, inspiring teacher, teacher candidate, grounded theory.

This paper is a quick guide to assessment with English language learners in US public schools, intended as an introductory text for pre-service teachers, in-service ESOL practitioners, and content teachers of ELLs.
Topics covered:
- Key terms to get started
- Types of assessments and their purposes
- Sample timeline of assessment activities
- Guidelines for standards-based classroom assessment
- Assessing listening, speaking, reading, and writing
- Recommended resources

Resumo: Nosso objetivo nessa pesquisa é analisar os critérios de seleção dos conteúdos escolares e discutir sua influência na organização do trabalho docente. Justifica-se pela identificação do uso de práticas mecânicas de seleção dos conteúdos escolares, responsável por reproduzir as listagens de conteúdos tradicionalmente ensinados em sala de aula e dissociados das propostas de formação educacional apresentadas nos projetos político pedagógicos. A seleção de conteúdos consiste em um dos elementos centrais da prática educacional, visto que está associada à definição do ideal de educação que se pretende para a sociedade e às estratégias utilizadas pelo professor para atingir esses objetivos, portanto, deve ser uma atividade consciente e autônoma. Essa abordagem pauta-se na interpretação das concepções de "conteúdo escolar" presente na prática docente, na análise dos procedimentos de seleção e organização dos conteúdos de ensino e na discussão acerca da precarização do trabalho docente, e tem como pressupostos teóricos a concepção crítica do currículo escolar. Com as reflexões apresentadas aqui, busca-se contribuir com o trabalho docente ao discutir o significado da seleção de conteúdos no processo de ensino/aprendizagem e apontando os principais limitadores para o desenvolvimento coerente da prática de seleção dos conteúdos.

Abstract: Our objective in this research is to analyze the criteria for the selection of the school contents and discuss their influence on the organization of the teaching work. It is justified by the identification of the use of mechanical practice in the selection of school contents, responsible for reproducing the lists of contents traditionally taught in the classroom and separated from the educational proposals presented in the political pedagogical projects. The selection of content is one of the core elements of educational practice, since it is related to the definition of the ideal of education which is aimed at the society and the strategies used by the teacher to achieve these objectives; therefore, it should be a conscious and autonomous activity. This approach is guided in the interpretation of the concepts of "school contents" present in the teaching practice, in the analysis of selection procedures and organization of the teaching content and the discussion about the casualization of the teaching work, and it has as its theoretical assumptions the critical conception of school curriculum. From the reflections presented here there is an attempt to contribute to the teaching work when discussing the meaning of content selection in the process of teaching / learning and to point out the main constraints for the development of a consistent practice of content selection.

Las Tecnologías de la Información y la Comunicación (TIC) han sido durante muchos años protagonistas en el ámbito educativo. Las TIC han sido vistas durante mucho tiempo como generadoras de esa necesaria transformación de la educación, como las únicas técnicas capaces de traer la innovación al aula. En ese sentido, las administraciones educativas principalmente, han ofertado y siguen ofertando planes de formación docente cargados de formación en TIC. Pero esta formación se ha hecho sin reparar en la calidad de la misma, sin realizar una necesaria evaluación de sus logros y resultados, y lo que es más importante, sin consultar al docente, a quien va dirigida dicha formación. Para conocer la importancia que el profesorado de educación secundaria del estado español da a la formación en TIC, en que grado las TIC deberían formar parte de la formación inicial y continua del docente, los principales beneficios que una formación en TIC puede tener sobre el docente y como valoran los docentes de secundaria la recibida hasta el momento, hemos llevado a cabo este estudio. Y hemos comprobado como el docente si bien se cree suficientemente competente digitalmente, reconoce que la formación recibida no ha sido del todo satisfactoria.

Palabras clave: TIC, formación, Competencia Digital, Competencia Digital Docente, docente

ICT training of Spanish Secondary School teachers. An analysis from the perception of teachers. Abstract The information and communication technology (ICT) have been the stars for many years in education. ICT has been seen for a long time as generating the necessary transformation of education, as the only techniques capable of bringing innovation to the classroom. In that sense, mainly education authorities have offered and continue offering teacher training plans loaded with ICT training. But this training has been done regardless of the quality of it, without making a necessary evaluation of its achievements and results, and more importantly, without consulting the teacher, to whom it is addressed such training. To know the importance that teachers of secondary education Spanish state gives ICT training, to what extent ICT should be part of initial and continuing training of teachers, the main benefits that ICT training can have on teachers and as secondary teachers value the received so far, we have carried out this study. And we have seen how the teacher although it is believed digitally competent enough, acknowledges
that the training has not been entirely satisfactory.

Keywords: ICT, training, digital competence, digital competence teacher, teacher

Il s'agit dans cet article de mettre en exergue ce que des discours d'enseignants sur leur propre activité enseignante apportent en termes de découverte du « moi » professionnel. Pour ce faire, nous nous basons sur des discours d'enseignantes de français langue étrangère 1. Au regard de leurs propos, nous montrerons comment les dynamiques discursives permettent de déceler des paramètres constitutifs de leur pratique enseignante. Nous verrons que les informatrices se (re)découvrent au travers de leurs image, dire et faire, montrant alors des conceptions assumées de leur enseignement mais aussi une partie de leur pratique qui leur échappe dans le vif de l'action, notamment leur voix et leur regard. Abstract: This article investigates how teachers' pedagogical speeches are able to contribute to the notion of exploring the professional " self ". The article concentrates on the speeches of teachers of French as a Foreign Language 2. It will show how the discursive dynamics of their words reveal the constituent elements of their teaching practice. We will see that the informers (re)discover themselves through their image, words and actions, not only allowing them to show definite conceptions of their teaching but also to explore parts of their practice that elude them in the heat of the moment (such as their voice or look).

This study dealt with the &quot;teacher&#39;s classroom management practices to the developing the pupils&#39; 21st century skills in the new normal in the Division of Batangas. The descriptive method of research was utilized to assess the &quot;teacher&#39;s classroom management practices to the development of 4c&#39;s (critical thinking, creativity and innovation .collaboration, communication) as the pupils&#39; 21st century skills. The 1005 respondents of the study were composed teachers from Area III with the total number of eleven (11) districts from Public Elementary Schools in the Division of Batangas.during the Academic Year 2020- 2021.The salient findings of the study were as follows; teachers age 42-46 years old and above (39.70%) ; female (92.03%); had 21-25 years in service (49.25%), with a Master&#39;s Degree and EdD/PhD units (44.9%) ; holding Teacher III position (39.40%) ; and have General Education specialization (38.80%).The teacher perceived there level of classro...

This paper discusses the effect of two leadership styles, namely: transformational and bureaucratic styles of leadership as practiced by head teachers on the quality of support supervision they offer primary teachers in Mid-western Uganda. The study arose as a result of public outcry over the poor quality and limited amount of support supervision teachers in primary schools in that region of the country are offered despite numerous attempts by Government to train school heads in institutional management. The researchers employed a descriptive cross-sectional survey research design where quantitative and qualitative data were collected from 320 teachers and 20 educational administrators using questionnaire survey and interview methods. The data were analyzed with the use of descriptive and inferential statistical techniques as well as content analysis method. The findings of the study revealed that both transformational (B=.365; p= .000) and bureaucratic (B =.250; p=.000) styles of l...

O presente artigo apresenta uma reflexão sobre a contextualização como uma perspectiva de
construção de significados no processo de ensino e aprendizagem, com base numa pesquisa
qualitativa, que envolveu como sujeitos professoras e alunas do curso de Formação de
Docentes de um colégio da rede pública do estado do Paraná.  Para tal, o artigo apresenta os referenciais teóricos e os
dados coletados para traçar o conceito de contextualização, discutindo alguns temas, tais
como formação de identidade, a dicotomia teoria-prática, formação inicial e continuada,
práxis, para, por fim, refletir sobre saberes escolares que contribuem para práticas
pedagógicas locais e transformadoras num curso de formação.