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EN
This paper aims to examine the teacher education in selected countries of the European Union. It focuses on organisational issues of where and under what conditions the training is provided, including the qualifications that may be obtained. It reviews curriculum issues of what theoretical content is offered, and what arrangements are made for the trainees to gain practical experience of teaching. It also analyses structural issues on how long training courses last and under what modes they are delivered.
EN
This paper is based on phenomenological interviews with teachers who worked with underachieving students in South Africa, Russia, and the United States. It focuses on the analysis of meanings that teachers constructed while describing their relationship with underachieving students and how metaphors worked to construct such meanings. The researchers also used Buber's "I-Thou" concept as an interpretive lens to further understand the meanings of teacher-student relationships. The study concludes that the teacher-student relationship is one of the fundamental themes of the teaching experience and is common for teachers from different countries.
EN
The study deals with the live and activities of Šarolta Hevessy, who worked in various municipalities of Zobor region as a teacher, whether elementary schools in Veľká Ves (today Branč), Štitáre, Pohranice and also as a school director at school in Pohranice and Nitrianske Hnrčiarovce. Also she published some poems and prose, which were published in a separate collection. Towards the end of a career, she worked at the Pedagogical Institute in Nitra. Following text is first comprehensive study devoted to her activities.
EN
Life is full of ambiguities, but as teachers we generally try to teach our students in a manner that sanitizes knowledge of all of its ambiguities. In doing so, we create an educational environment which forces students to learn in a rather meaningless fashion and this in turn leads to a lack of vitality and relevance within the academy. As teachers, we should reflect on the epistemological foundations of our theories of learning and teaching and to closely examine how our teaching devices and techniques adhere to our theories. Furthermore, we need to be receptive to making any changes in our theories and teaching practice that may be warranted by the critical and creative thinking process that we apply to our professional activities. This paper attempts to guide readers through such a reflexive thinking process by trying to loosely establish a relationship between the deep concept of ambiguity (uncertainty) and some of our theories of learning via the acceptance of the view that the ultimate foundation of all human knowledge is ambiguity. We create and establish the meaning of all of our knowledge via a process of self-referencing logos. An implication of the application of self-referencing logic is the notion that a teacher can simultaneously learn and teach (“the learning teacher”). Thus, this can serve as the basis for developing the model of the “reflexive practitioner” in the teaching profession.
EN
The paper has been devoted to the issue of the influence of teachers - academic staff - on the proceeding and on the level of students' self-education. The process of directed teaching and the interactions between the teacher and the students have a direct influence on particular components of self-teaching. The study makes an attempt at answering the question about the range and types of the teachers' influence, which have a significance in self, consciously undertaken work on the development of one's own knowledge, individual skills, beliefs and character, in other words, in students' self-education.
EN
The authoress considers the term master. For some people a master means simply a teacher, and this usage is the most popular one. But those both meanings, though have something in common, are not identical. A master is not chosen by his job position, moreover, this is a pupil who chooses him; a master could be a person who died long time ago, with whom we had no personal contact. A master is the person who knows better, who was able to posses definitely an area of knowledge as well as art and can serve as an example for his adepts. Master, this word makes us think of the word magician, because he is like a magician, initiated in the most mysterious secrets. The authoress stresses that in various times various masters were chosen just by following them. Analysis of these choices brings quite good characteristics of a society and is one of the subject-matters in the contemporary history of culture.
EN
The paper focuses on Web 2.0. Its aim, however, is not providing an analysis of the very concept, but rather giving an overview of the possibilities of these technologies application in didactic and scientific work. The authors discuss also the range of the technologies implementation in diverse academic environments.
EN
The international team of experts from Belgium, Italy, Poland, Slovakia, Turkey and the USA employed a questionnaire to identify the deontology of teachers from infant to secondary school in eight countries. The survey was implemented between 2004 and 2007. The socio-cultural concept of Verstehen (understanding) as described in the work of Max Weber, points to the clear significance of being a teacher at this time in history. Qualitative and quantitative analysis allow for an understanding that the teacher is exactly that, in any context. The ideal typology of the teacher is the result of training at a university level and working in the school system. Phenomenal differentiations characterise the various situations and broaden the perspective of the study, including an identification of the shared features of the profession. The strong, common core is the responsibility towards fellow teachers balanced out by a weak, yet common note of regret regarding the scant social prestige of being a teacher. There seems to be a lack of communication between the personal and social aspects involved in shaping the professional identity. The social image of teachers weighs heavily on their professional status due to the inevitable political implications it results in and the considerable effect on institutional behaviour. Teachers listen, but they are not heard; teachers are committed, but remain unrecognised; teachers evaluate, but are evaluated in turn. The issue of the social importance of the profession of teachers in our societies emerges as a crucial point in the perspective of educating young generations.
EN
Education for values is a profound process of introducing human beings into the right issues of evaluation, developing in them proper attitudes to values, and having on them an educational impact consistent with the values both felt and recognized. Such a model of education should be a product of both parental family and school endeavors. In the case of family education the person in charge is the parent, whereas in school education it is the teacher, who, through his/her wisdom and educational competence, should become a guide for students in the complex word of dichotomously located values. Educational practice, however, shows that scholarly postulates and proofs of various, even the best, theoretical solutions differ from living examples of teachers' activity, also in terms of school education for values. Teachers do not necessarily prove to be professional in their work and determination and, to follow Kazimierz Szewczyk's reasoning, they are not always, in the axiological sense, 'wise people'. Therefore, in the present study, the effect of teachers' work and function in the process of education for values is considered from the angle of international comparative research conducted in this respect. Within the framework of his own ongoing study, the author therefore tends to present a diagnostic description and explanation of students' image of their teachers' world of values. This image is in fact an important component of in-school education for values and becomes a means in teachers' work organization in this process. It also represents an extremely important factor in determining the effectiveness of this work in education for values in general.
EN
The study addresses the correlations within the selected leadership model in the educational environment. The goal of the research study was to verify the relationship between the general self-esteem in Slovak teachers and their pupil leadership style in terms of D. McGregor’s theory. Besides teachers’ self-esteem, the study also addresses the concept of leadership and other contextual variables (age, length of teaching practice, school type, and managerial experience). The method of available selection was used to build the research sample of form teachers working at the secondary level of education. Two questionnaires were administered to collect data: The RSES/Rosenberg Self-Esteem Scale (Halama & Bieščad, 2006) and The X/Y Leadership Style. The study has confirmed the assumed positive correlation between teachers’ general self-esteem and pupil/student leadership style in terms of the Y Theory. This result is consistent with other research results (e.g. Whitney, 1990; Matzler et al., 2015; Ďuricová & Šugereková, 2017), thus confirming the importance of leaders’ positive self-esteem.
EN
The purpose of this paper is to examine how a secondary English teacher considered her body a personal and political matter within her professional settings. Discourse analysis of the participant’s narrative evidences that women teachers are pressured to present certain feminine and heterosexual bodies and present a similar personal life within their pedagogy. The risk in not following suit is being pushed out of the profession, a matter that can be problematic especially when a teacher undergoes personal changes counter to professional expectations. Teacher education responsibility in preparing teacher candidates for a variable professional trajectory is noted.
EN
The present study researched teachers’ emotions related to their pedagogical work with disengaged students. The aim of the study was to investigate teachers’ emotions experienced during classroom practice and how emotions were related to their perceived well-being. Based on the literature, we assumed that teachers’ perceived well-being was affected by the emotions in their classroom practice through their feelings of autonomy, competence and relatedness. Data were collected using qualitative methods. In our results, we reported that teachers experienced mixed emotions elicited by interactions with students, student learning, colleagues and the programme. We determined the characteristics of classroom practices that contribute positively to teachers’ perceived well-being as well as characteristics that diminish teachers’ perceived well-being. Implications for practice are discussed.
EN
The aim was to analyse the relationship of prediction of social goals as teacher experience and perceived motivational climate, discipline strategies and attitudes of students in Physical Education (PE). The sample consisted of 2002 students between 12-19 years of age. A questionnaire consisting of: Social Goals in PE Scale, Learning Orientation Questionnaire and Performance in PE Classes, Teacher Strategies for Maintaining Discipline in Class Scale and Student Conduct towards Teachers and Content in PE Program attitudes Questionnaire. We performed a linear regression analysis using the teacher experience variable selection and social goals. The job climate is a predictor of social goals throughout the teacher’s career. As the years pass, teachers should continue to work, making sure students have a good attitude towards the teacher and towards the PE, and not only in the first part of their work experience. Also, one should make an effort to maintain a discipline based on intrinsic reasons.
EN
This essay discusses my experience as a teaching assistant deploying auto-ethnography to explore my racial performance and politics as related to informing and shaping classroom dynamics and relationships. Set in “Race and Cultural Diversity”, an advanced undergraduate writing composition course, I examine my performance of blackness and how my racial performance embodies commitments to racial and social justice within classroom happenings. Using critical performance pedagogy this study explores my identity performance to identify and create effective strategies that further dialogue on the often charged and sensitive topic of race, developing more awareness of how my racialized self enters and manifests in the classroom.
EN
In this article, the authors focus on the need to improve the quality of the way in which teachers express themselves professionally and they discuss one of the methods of the voice development in educational communication - voice education as a psychosomatic discipline. At the theoretical level it is discussed primarily by means of an important stage in voice training - voice change - referred to a specific component of a person's Self-experience. Furthermore, the authors focus on the structure of reflection at different levels of psychological distance (Bullough) and in analogy to Zuska's conceptualization of aesthetic experience they differentiate between the levels of the reflecting Self and the reflected Self. To illustrate the theoretical description of the general principles associated with voice education which can be utilized in other human expression disciplines, they include excerpts from written reflections and transcribed conversations of students who completed the Voice and Speech Education as a Psychosomatic Discipline course at the Faculty of Education, University of South Bohemia in Ceske Budejovice.
EN
The present study investigated the relationships among perceived teachers’ goals and students’ motivation, maladaptive behaviour and achievement in high school math. We proposed an indirect impact of perceptions of teachers’ goals in the class on students’ achievement through their personal achievement goals, their disruptive behaviour and cheating. The sample of participants was comprised of 437 Slovenian upper-secondary school students (176 boys and 261 girls) in their third grade. Results showed an adaptive pattern of perceived teachers’ mastery goals in the class and perceived teachers pressure on students’ math achievement that was mediated through students’ mastery goal orientation and their cheating.
EN
High-stakes testing is not a new phenomenon in education. It has become part of the education system in many countries. These tests affect the school systems, teachers, students, politicians and parents, whether that is in a positive or negative sense. High-stakes testing is associated with concepts such as a school’s accountability, funding and parental choice of school. The study aims to explain high-stakes testing, how it is created and developed in selected countries and look at the negative impacts of tests on various actors within this relationship.
EN
This study aimed to investigate the extent to which school culture and self-efficacy predicts teacher burnout. The research was conducted on 284 (Mage = 36.15, SDage = 8.34; 51.4% females) middle school teachers from 12 Turkish middle schools. The data were collected utilizing the School Culture Scale, Teachers’ Sense of Efficacy Scale, Maslach Burnout Inventory and personal information form. Structural equation model was used to analyse whether school culture and self-efficacy predicts teacher burnout or not. Findings showed that school culture dimensions of bureaucratic culture and task culture had a statistically significant positive association with efficacy for student engagement and efficacy for instructional strategies. Task culture had also a significant positive association with efficacy for classroom management. Although success culture was negatively associated with both emotional exhaustion and depersonalization, bureaucratic culture had a positive association with depersonalization. Efficacy for student engagement was negatively associated with emotional exhaustion. The results of this study support the importance of school culture for self-efficacy and burnout. The findings were discussed within the scope of burnout literature.
EN
In this essay the author poses the question of whether it might be possible to articulate a collaborative, critical narrative mode of research in which teachers and students come together using a critical and analytic epistemology to engage in adventurous pedagogy. This approach has echoes of Freire’s “teachers-as-students and students-as-teachers,” but elaborates the Freirean metaphor to include conceptions of emotion, creativity, and incorporation of the latent historical subjectivities of teachers and students in the process. Contrary to the deadening, circumscribed epistemology of putatively “evidence-based” pedagogies, in which teachers and children are expected to check their cultural meaning-making capacities and their emotional investments at the door, this is a plea for a regenerative, engaged, local curriculum making process. As the author notes in the essay, “This is a strategy that cannot work in the service of utilitarian modes of education that are focused only on value (cf. Appiah, 2015). It can only work for forms of schooling that seek to foster values of receptivity, cultural respect, open-mindedness, and critical imaginaries. In these coldly utilitarian times we need to provide leadership to progressively minded teachers to allow them to develop, document, and disseminate such practices.”
EN
This article presents the results of a research conducted in a group of 300 teachers from Polish public schools. The aim of the research was to learn what are the values, which teachers respect and how these values change according to the work experience of teachers. These values are described in the article and compared to their sense in practice of school work.
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