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Development of a Curriculum to Enhance the Characteristics of the Future Teaching Professions of Undergraduate Students in Thailand

National Economic and Social Development Board. (2015). Direction of the twelfth national economic and social development plan. Bangkok: Office of the Prime Minister Okeke, C. I. O. & Drake, M.L. (2014). Teacher as Role Model: The South African Position on the Character of the Teacher. Mediterranean Journal of Social Sciences, 5(20), 1728-1737. Retrieved from https://tinyurl.com/ycz7ugp7 Pornsima, D. (2008). 31 December. The direction in developing teaching profession. Matichon. pp. 23. Prasantree, T. (2012). Teacher

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Philosophy of the Profession and Professional Knowledge in the Structure of Professional Identity of Hei Teachers in Riga and Smolensk

References Beijaard, D., Meijer, P.C., & Verloop, N. (2004). Reconsidering research on teachers’ professional identity. Teaching and Teacher Education, (20), 107-128. Emerson, C.H. (2010). Counselor Professional Identity: Construction and Validation of the Counselor Professional Identity Measure. PhD thesis. Greensboro: The University of North Carolina. European Commission (2015). The Teaching Profession in Europe. Practices, Perceptions, and Policies. Eurydice Report. Luxembourg: Publications Office of the

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Assessing Teacher Competence and Its Follow-up to Support Professional Development Sustainability

. Directorate of Teachers and Education Personnel. (2015). The Strategic Plan of the Directorate of Teachers and Education Personnel 2015–2019. Jakarta. Directorate of Teachers and Education Personnel. (2016). Guidelines for teachers training by face-to-face (offline), online, and combination mode. Jakarta. Donaldson, G., et al. (2013). Teaching profession for the 21st century . Belgrade: Centre for Education Policy Svetozara Markovica 22/20. Goldstein, I. L., & Ford, J. K. (2002). Training in organizations: need assessment, development, and evaluation

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Emerging Challenges in Nigerian Teaching Profession: Way Forward

References Abdulkareem, A.Y. (2007). Prudency and Accountability in Financial of Primary Education in Kwara State, Journal of Education 2(1)53-62 Ajayi, I.A & Ekundayo, H.Y (2010). Contemporary issues in Educational Management. Lagos: Bolabay Press. Akindutire, I.D (2010). The Teaching Profession Lagos: Universal press Fareo, J.O (2002). Teaching Profession in Nigeria: issues and problems. Journal of Teachers Education 3(4)62-72 Goodson, I.O (2003) profession Knowledge

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Foreign Approaches to Determining the Categories of Teachers' Professionalization and Professionalism in the System of Continuing Advanced Training

notes of Nizhyn State University named after Mykola Gogol. Psychological and pedagogical sciences], № 1, p. 44–46 (in Ukrainian). 11. Aldescu-Balas, C. E. (2010). Student’s Initial Training for the Didactic Profession. PhD Thesis. Summary [PhD Candidate]. Cluj-Napoca, p. 41 (in English). 12. Cochran-Smith, M. (2001). The outcomes question in teacher education. Teaching and Teacher Education, No 17, р. 527–546. 13. Hargreaves, A. (2000). Four Ages of Professionalism and Professional Learning. Teachers and Teaching: History and Practice, Vol. 6, No. 2, p. 32

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Current Status and Prospects for Development of Nursing Professions in Germany

Nurses. (2018). Definition of Nursing. Retrieved from http://www.icn.ch/who-we-are/icn-definition-of-nursing/ . 20. Make it in Germany. (2018). Nursing Professionals. Retrieved from http://www.make-it-in-germany.com/en/for-qualified-professionals/working/demanded-professions/nursing-professionals . 21. Nursing Now. (2018). Our aims for 2020. Retrieved from http://www.nursingnow.org/our-aims/ . 22. WELT Digital Zeitung. (2014). Fachkräftemangel: Ärzte-Stellen bleiben 167 Tage lang unbesetzt. Retrieved from https

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International Survey in Eight Countries about Teachers and Teaching Profession

International Survey in Eight Countries about Teachers and Teaching Profession

An 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.

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The shaping of the Lutheran teaching profession and Lutheran families of teachers in the 16th and 17th centuries

The shaping of the Lutheran teaching profession and Lutheran families of teachers in the 16th and 17th centuries

The article deals with changes in the status of teachers and the shaping of Lutheran families of teachers in the 16th and 17th centuries in the Trenčín, Liptov and Orava districts of the superintendency. It describes the formation of the families and their background.

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Teachers in the Context of Vocational Education

Abstract

In the presented article, we deal with teachers’ personality and their tasks in vocational education. Based on the opinions of professionals, we characterized teachers and the factors influencing the creation process of their personality. Teachers can be characterised based on their job positions in schools, e.g. a class teacher, the school counsellor, the director, there are plenty of them in every school. Teachers’ personality is being formed throughout their teaching practice by the experience they gain. They get the basics during their teacher training when they are getting prepared for the teaching profession. We focused our attention on the issues of teachers’ professional identity. In this context, we were interested in the students of Dubnica Institute of Technology in Dubnica nad Váhom and in their perception of their studies. Our partial goal was to analyse students’ motivation to take part in teacher training which we deal with in our paper.

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The Role of Feedback in Developing Reflective Competence

Abstract

The role of feedback is unquestionably crucial in a teachers’ profession. In our context of teacher education giving effective feedback is also an essential skill and tool of pedagogical evaluation for developmental purposes when educating university students and future teachers. Effective feedback fosters development, gives guidance, opens windows and new opportunities. In addition, the descriptive nature of feedback has a lot more potentials and positive effect on the teacher-student relationship than traditional assessment. In addition, giving and receiving feedback can be considered the starting point of reflection. Only by having looked into ‘the mirror’ first can one face reality, review and analyse an experience and learn from it. As a result, teaching effective feedback skills through experiential learning is a very important element in reflective teacher education. Taking all the above into consideration, a lot of emphasis is put on teaching effective feedback skills at our Centre for Teacher Education of Károli Gáspár University. Moreover, we aim at changing our students’ perspectives in assessment practice through creating a more positive feedback culture. Giving and receiving feedback effectively can only be learnt by practice and reflecting on the experience. The ultimate aim is to develop our trainees’ reflective competence which serves as a basis for their continuous professional development. Our paper first aims at interpreting feedback from a pedagogical point of view and presenting our best practice in the context of developing trainees’ reflective competence. We shall also give details of everyday practice: how it is incorporated into the pedagogy, psychology and methodology seminars in preservice training. Finally, we shall discuss how and why developing feedback skills is also incorporated into our programme of school placement and mentor training.

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