Search

Our team conducted a study with the primary objective of co-constructing, with 12 elementary school teachers, teaching and classroom management practices that support the implementation of reflective oral work among students. The relevance of aligning didactics and classroom management has already been highlighted by various research studies as a way to optimize teaching, can a similar parallel be drawn for evaluation? The results obtained show that in the context of reflective oral work, the teachers surveyed make little use of diverse evaluation methods. When evaluation is conducted, it seems to be hindered by the lack of structured tools used. [ABSTRACT FROM AUTHOR]

The research aims to determine Web 2.0 tools usage levels of teachers teaching at preschool, primary and secondary school levels, in terms of school levels and educational backgrounds, and to reveal the possible relationship between teachers' use of Web 2.0 tools and their self-efficacy levels. The study comprised 203 instructors from Zonguldak province with various education levels and teaching at various school levels. The data in this study was collected through “Competency in Using Web 2.0 Tools" and "Teachers' Self-Efficacy Perceptions" scales. Correlation and two-factor ANOVA analyses were used to determine the outcomes after verifying the data's normal distribution and the scales' fit indices. According to the study's findings, scores on the "Web 2.0 Tools Usage Competency Scale" were higher in favor of teachers with a master's degree. It was concluded that teachers' usage levels of Web 2.0 tools were significantly related to classroom management, one of the sub-dimensions of the teachers' self-efficacy perception scale, and their educational level, one of the demographic characteristics of the teachers. Furthermore, when the self-efficacy measure sub-dimensions were examined, it can be concluded that teachers' levels of the use of Web 2.0 tools did not differ significantly by school level or educational level, but they did differ significantly in terms of classroom management. The research findings also offer suggestions.

The basis for evaluating the effectiveness of interventions in the education and continuing professional development of physical education (PE) teachers involves valid, reliable, and objective instruments, which are largely lacking. Content validity is a necessary basis for the development of such instruments. Accordingly, this study presents the content validation of a test for the assessment of (classroom management-related) professional knowledge and the perception, interpretation, and decision-making (PID) of prospective PE teachers. The result is a content-validated knowledge test (110 test items) as well as a video-based test for the assessment of PID (ten vignettes, 217 items). In a next step, the instruments are empirically validated.

Copyright of Swiss Journal of Educational Research / Schweizerische Zeitschrift für Bildungswissenschaften is the property of University Library of Bern and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Canadian Journal of Education / Revue Canadienne de l'Éducation is the property of Canadian Society for the Study of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The article describes the training program introduced at East Carolina University (ECU) for the Global Understanding (GU) program and the Global Partners in Education (GPE) consortium. The aim of the training was to reinforce instructors’ intercultural skills and build on the well-known methodology of virtual exchange. Over one semester, the instructors attended face-to-face training sessions. These two-hour meetings focused on several pre-identified areas which needed increased instructor awareness: Cultural Intelligence (CQ), reflections, and classroom management, as well as teamwork and collaboration. The general outcomes of the training have seen an improvement in program delivery, classroom interaction, and student support. Additionally, the work in ECU highlights the need for intercultural training to be part of virtual exchange preparation alongside the well-known guides which provide instructors with the structure for conducting this type of modality. As is shown in this report, increased instructor awareness leads to more successful virtual exchange program delivery, pastoral support, and learner outcomes.

Günümüzde öğretmenlik mesleğinde başarıyı yakalamak için öğretmenlerde bulunması gereken özellik ve becerilerin belirlenmesine ihtiyaç duyulmaktadır. Öğretmenlerin, öğrencilerinin kendilerinden neler beklediklerini bilmeleri eğitimin kalitesinin yükseltilmesi açısından önemlidir. Bu bağlamda bu araştırmanın temel amacı, meslek lisesi öğrencilerinin, ideal bir öğretmen olarak öğretmenlerinden bekledikleri özellikleri ve becerileri belirlemektir. Bu araştırmada, öğrenci görüşlerine göre, "ideal öğretmen" olgusu incelendiğinden dolayı, fenomonoloji deseni tercih edilmiştir. Araştırmanın çalışma grubunu, 2018-2019 eğitim-öğretim yılında Eskişehir ili Odunpazarı ilçesi meslek liselerinde eğitim öğretimine devam eden 410 meslek lisesi öğrencisi oluşturmuştur. Çalışma sonucunda, öğrencilerin öğretmenlerden özellikle göstermelerini bekledikleri temel değerlerin; adalet, sevgi, saygı, hoşgörü, güven, merhamet, yardımseverlik ve çalışkanlık olduğu anlaşılmıştır. Meslek lisesi öğrencilerinin öğretmenlerden bekledikleri ideal öğretmen özellikleri ve becerileriyle ilgili düşünceleri, öğretmenlerin hizmet öncesi ve hizmet içi eğitimi süreçlerinde değerlendirilmelidir. Öğretmenlerin sahip olması gereken özellik ve becerilere ilişkin farklı örneklem ve yöntemlerle (nicel, nitel veya karma) desenlenmiş araştırmalar yapılmalıdır.

Okul öncesi eğitimi, çok yönlü ve yeteneklibireylerin geliştirilmesinde önemli bir rol oynar. Okul öncesi eğitiminçocukların kişisel gelişiminde edindiği öneme dair yaygınlıkla kabul gören birkanı mevcuttur. Bu görüşe göre okul öncesi eğitimin kendisinden beklenen etkiyiyaratması için bir takım ön koşullar gereklidir. Bu ön koşulların en önemlileriarasında sınıf mevcudu ve öğrenci başına düşen fiziksel alan bulunmaktadır. Buçalışmada sınıf mevcudu ve dolayısı ile öğrenciye ayrılabilen alan üzerinde durulmuşve sınıf mevcudunun okul öncesi eğitim etkinliklerine etkisi incelenmiştir. Araştırmadanitel çalışma desenlerinden durum çalışması kullanılmıştır. Bu çalışma,öğretmenlerin konu ile ilgili görüşlerinden ve deneyimlerindenyararlanmaktadır. Araştırma grubunu 2018-2019 yılında İstanbul ili Küçükçekmeceilçesinde görev yapan 18 okul öncesi öğretmeni oluşturmuştur. Birebir yarıyapılandırılmış bir görüşme formu ile toplanan verilerden hareketle, sınıf mevcudunun kalabalık olması, eğitim etkinliklerininniteliğini düşürdüğü ve sınıf yönetiminde problemlere sebep olduğu bulunmuştur.

Since the onset of the COVID-19 pandemic and the global health crisis, we are living in a new era that has imposed new habits and behaviors on us. The pandemic has been reflected in all areas of life and culture, including teaching/learning French as a foreign language. The interactions between humans have changed considerably, as well as the way of thinking and reacting. On the one hand, in teaching/learning French as a foreign language, the methodology and approach had to be adapted and have therefore become virtual. On the other hand, cultural exchanges have found a new way to manifest and develop. This in turn had a great impact on new strategies and on their structuring not only of thinking, but also of the methodology of FLE teaching/learning. The classroom management has been replaced by online management. Likewise, during the pandemic, new circumstances changed the culture and imposed new behaviors. Based on our own experience and on descriptive methodology, this work has several objectives: to present the technological and cultural aspects in force, to draw attention to the important changes linked to the pandemic and finally, to develop awareness of these new challenges with the focus of improving and deepening the teaching / learning of French as a foreign language. [ABSTRACT FROM AUTHOR]

Cette étude a porté sur la gestion de classe par les enseignants des écoles primaires de la ville de Kisangani selon le modèle de Lessart et Schmidt. Comment les enseignants gèrent-ils leurs classes ? Telle fut le fil conducteur de cette étude. Il s’est donc révélé que ces enseignants gèrent « souvent » leurs classes selon le modèle modifié de Lessard et Schmidt. Cette gestion est fonction de variables comme les réseaux d’enseignement, l’école, l’enseignant, l’effectif des élèves, les sexes des enseignants et l’âge des enseignants. Les dimensions de cette gestion ayant une contribution d’au moins 50% dans la variance totale. [ABSTRACT FROM AUTHOR]

Classroom management is a critical area in the curriculum of teacher education programs. Student teachers’ conceptions of the role of the teacher as a class leader are frequently backed by their intuition and experience as students and socio-cultural context rather than evidence-based. This paper examines the conceptions of classroom management held by a multicultural group of forty-four student teachers attending a teacher education program at a higher education institute in Macao. The study aims at understanding the patterns of variation expressed by student teachers regarding the purpose and relevance of the object of learning. It compares a) the patterns of variation in students’ views of classroom management, and b) the students’ learning progress based on the pre-and post-test. The phenomenographic approach was adopted as the conceptual framework. Participants handwritten transcripts from student teachers at the first and last sessions of the course are the primary type of data collection. The findings show that changes in student teachers’ understanding of the conceptions of classroom management occurred during the course. The initial preferences for disciplinary approaches to classroom leadership have given way to conceptions of promoting the integration of classroom management into learning. The participants expressed increasing adherence to classroom management systems targeting and providing behavioural and academic supports and interventions to children and adolescents with and without special needs.

Copyright of Canadian Journal of Education / Revue Canadienne de l'Éducation is the property of Canadian Society for the Study of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of McGill Journal of Education is the property of McGill Journal of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Canadian Journal of Education / Revue Canadienne de l'Éducation is the property of Canadian Society for the Study of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The scientific literature is replete with caustic criticism of teacher development programs. Many programs offer little evidence of success, which in turn has prompted educators towards an international appeal calling for fundamental structural change. A momentous catalyst for this change is the ubiquitous emergence of research on the development of teachers' professional identities. This article speaks to these criticisms through the research on teachers’ professional identity development by using an evidenced-based model which structures teacher professional identity development and applying it to the restructuring of existing teacher development programmes. This article presents the Culturometric Committed Communication (CCC) model as a structural framework for teacher identity development that can be used to systematize the revision of the contents of existing pre-service and in-service professional development programs for the purpose of developing teachers’ professional identities. CCC endorses a dual mission of respectfully regarding teachers’ professional identity and dutifully affirming learners’ cultural identity. This is an intentionally humanistic culturometric application centred on the recognition and valuing of each individual, teacher and learner, for facilitating the success of the pedagogic interaction. CCC is an evidenced-based model that supports the educational mission of teachers, both in adapting pedagogical practices to the learning context and in developing teacher’s professional identity through structurally embedded and empirically evidenced processes of reflection, collaboration and culturally responsive classroom management. Thus the success of these processes is evidenced through the programme. Functionally, its central focus is on (re)negotiating current programme content towards context-relevant cultural identity. Philosophically it is anchored in Culturometrics’ three tenets, viz: an operational definition of Cultural Identity as ‘Values in context’, an assumption that the purpose of all chosen behaviours is to affirm one’s cultural identity and the belief that Culturometrics is a Humanist philosophy. The Culturometric Committed Communication model is derived from these three tenets and used to ensure success in teaching and learning in different educational contexts.

The aim of this article is to show how French language class has become a course where one acquires the language and also transversal methodological skills to weave links with other academic disciplines. To reach our goals we conducted an experiment with a high school class including 37 students. The experiment concerned the use of Sketchnoting, which is based on the theory of visual thinking and the theory of double coding. It has indeed enabled learners to facilitate the retention of acquisitions and better classroom management for the teacher. In addition, the methodological skills mobilized by Sketchnoting, acquired during the language course were reused, in complete autonomy, by the learners. [ABSTRACT FROM AUTHOR]

Our current research topic is in the context of the issues that are concerned with the general principles of classroom management ( or management of the place) and the factors that influence management. We tried to study from this research the relationship between two key variables that are "professional assimilation "and " classroom interaction (or rows) ."

Copyright of Acta Comportamentalia is the property of Instituto de Psicologia y Educacion de la Universidad Veracruzana and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Although the personalities, attitudes of students and the material conditions of schools are continuously changing, several studies have proved that it is the quality of the teacher’s work that most affects student performance. In the past few decades we could observe the development and gaining ground of information and communication technologies (ICT), ?which process, of course, has an impact on the activity of teachers, as well. Studies (e.g. STEPS, Tót, 2001) have proved that the change and development of infrastructure in itself do not precipitate profound and significant changes in the practice of teaching and its results. The spread of technology in the environment is but for nothing, it is primarily the attitudes, willingness, and activity of teachers that cause changes. There are some that cannot imagine their lessons without the new technology, but there are others who totally reject the use of computers in schools. The new devices provide today’s teachers with several possibilities, but the realization of these is determined by countless factors. This study analyzes the attitudes of pedagogues in the Hungarian public education to ICT devices and their use in the lesson. We present some findings of our Nationwide ICT research carried out in early 2009, by way of an online questionnaire, during which 1146 primary or secondary school teachers from nearly 400 towns or villages answered our questions. The replies showed that the principles advocated by interviewees and their daily practice differ, while in several cases the replies were polarized according to sex or age. We also analyzed what advantages or disadvantages our interviewees pointed out in the use of computers in schools, and closely related to this, we also examined what changes the pedagogues deem necessary in order to make the use of ICT devices in the lesson more intensive.

Cet article présente l’élaboration d’une échelle portant sur le sentiment d’efficacité personnelle des enseignants en gestion de la classe. Développée selon les recommandations de Bandura (2006) et la procédure proposée par Dussault, Valois et Frenette (2007), cette échelle porte sur les cinq dimensions de la gestion de classe suggérées par O’Neill et Stephenson (2011). Lors du prétest, des analyses réalisées à partir du modèle de Rasch (Wright & Masters, 1982) ont permis d’élaborer une version constituée de 28 énoncés. De plus, des analyses factorielles confirmatoires soutiennent le modèle théorique à cinq dimensions. Des résultats similaires sont obtenus auprès d’un échantillon tiré de la population. Les forces et les limites de cette recherche sont discutées eu égard à la littérature.

The article discusses an unsigned document which offers information on the conditions of teachers in colleges in Paris, France, with particular focus given to the duties of eight new grammar teachers recruited by the University of Paris's Collège de Calvi. The author mentions the school's principal and priest Pierre Jacquin and the focus on school rules and classroom management and notes that the document was found among minutes belonging to French notary François Crozon. A transcription of the document is also included.

Copyright of Education et Societes is the property of INRP and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Canadian Journal of Education / Revue Canadienne de l'Éducation is the property of Canadian Society for the Study of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Canadian Journal of Education / Revue Canadienne de l'Éducation is the property of Canadian Society for the Study of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Canadian Journal of Education / Revue Canadienne de l'Éducation is the property of Canadian Society for the Study of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This article focuses on the use of the image in a language class. Starting again from previous studies, the author intends to analyze first the characteristics of the image as support for course, then the uses of the image in foreign language classroom, from the example of French Foreign Language, and finally the different postures adopted by students during the reading frame. From these data, the paper examines how the teacher can accompany the reading of the image according both to the nature of the image and to the language classroom. The «log book» allows the learner to combine vision and words, to start a dialogism between self and self, self and other. The learner is thereby «involved» in an understanding of the image in action, in a process of a real ownership of the language. [ABSTRACT FROM AUTHOR]

Copyright of McGill Journal of Education is the property of McGill Journal of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This article presents details of the evaluations of student teaching experiences completed by cooperating teachers in an intensif B.Ed. program. This initial teacher education program is offered by Université Sainte-Anne (the sole francophone university in Nova Scotia). The results presented highlight similarities between specific observed competencies of those students pursuing a career in Elementary Education and those pursuing the same at Secondary level. Advantages will be discussed dealing with student teachers at the Elementary level and experiences with classroom management, and particular attention will be paid to the challenges associated with short and long term planning of those student teachers planning to pursue a Secondary level teaching career. [ABSTRACT FROM AUTHOR]

Copyright of McGill Journal of Education is the property of McGill Journal of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Canadian Journal of Education / Revue Canadienne de l'Éducation is the property of Canadian Society for the Study of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of McGill Journal of Education is the property of McGill Journal of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of McGill Journal of Education is the property of McGill Journal of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Deviance et Societe is the property of Medecine et Hygiene and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Le but de cette étude est de proposer une version francophone abrégée du Questionnaire for Teacher Interaction (QTI). Cet instrument permet d’établir le profil interpersonnel des enseignants selon les perceptions des élèves sur deux dimensions interreliées : le contrôle et le soutien. Une première version de 64 items a été soumise à un échantillon de 799 élèves. Après analyses, une version abrégée de 32 items a été administrée à 1764 adolescents du premier cycle du secondaire qui ont évalué 80 enseignants. Les indices de fidélité et de validités de construit et de critère de la version abrégée se sont révélés satisfaisants.

Copyright of Swiss Journal of Sociology / Schweizerische Zeitschrift für Soziologie is the property of Sciendo and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)