Suchergebnisse

This article develops along four sections. In the first section, after presenting some results of a sociological survey of teachers carried out by Manuel Braga da Cruz in 1989, I conclude that theirs is a growing social group, mostly female, that sees itself as underpaid and having
little social recognition, politicized, unionized and deeply involved with the Catholic community, and that, at the time of inaugurating a new legal statute for the profession, the group has divided and contrasting opinions on the existing career model, where progression is mainly based on
seniority, and a hypothetical selective and pyramidal model, based rather on an actual evaluation of the professional abilities of the teacher.
In the second section I endeavour to describe the professional regulations that were in place when the PS (Socialist Party) government took over,
in 2005, and the assessment I then made of the professional career of teaching. In the third, based on a book report recently published by the former education minister, I identify the measures that changed the professional situation of teachers, focusing particularly on the teaching career
statutes and performance evaluation. Finally, in the fourth, I follow and discuss the analyses made by the sociologist Alan Stoleroff on the developing conflict between government, unions and teachers that marked that incumbency.
I conclude that the professional power of teachers –
still noteworthy in spite of their attrition and loss of authority – combined with the resentment they feel due to their poor social recognition and the assets made possible by an above-average social capital (skills of erudition and communication, integration in the 'real world',
middle-class relational networks), determines, on the whole, that this professional group should resist, in this conjuncture, the 'temptation' to evolve into an occupational model that is internally more differentiated, more competing and more 'professionalizing', and
should instead hold to the egalitarian model of security and predictability proposed by the union.

Gypsy, Roma and Traveller children can find it harder to achieve at school. Gabriella Jóźwiak reports on a scheme that saw councils employ virtual head teachers to help improve education for this group

No one is better qualified than Dudley S. Brainard to tell the story of St. Cloud State Teachers College. As teacher and administrator he has observed the development of the college for more than a quarter of a century. With the discernment and impeccable good taste of the skilled historian, he has etched, painstakingly and with keen understanding, the important events in the growth of the college. This story, however, is, more than the story of St. Cloud State Teachers College. It is the story of the establishment of publicly-supported teacher education in the State of Minnesota. Attention is directed, quite appropriately, to the importance of the professional education of teachers for the public schools. This importance has not always been recognized as is indicated in the cataloging of the sometimes harrowing events in t he early history of the college. But as the story unfolds one gains a sense of well-being. It is clearly evident that great progress has been made. Over the span of years St. Cloud State Teachers College has grown from a normal school offering little beyond the traditional secondary education to a full-fledged college presenting four years of professional education for the preparation of teachers. The degree of excellence achieved by that four-year program has been recognized by both the North Central Association of Colleges and Secondary Schools and the American Association of Colleges for Teacher Education. The college is accredited by both these agencies. In the summer of 1953 a graduate program leading to the degree Master of Science in Education was initiated. Authority to offer this program was granted by the 1953 Legislature of the State of Minnesota with the whole-hearted and active support of the teachers of the state represented by their professional organization, the Minnesota Education Association. To the younger generation, this history is the story of their heritage. lt is a precious heritage and an important one. The traditions of the college and the lofty ideals of its founders come alive for the reader. It is with a sense of re-dedication to those traditions and those ideals that this book is recommended to the alumni and faculty of St. Cloud State Teacher College and to all students of teacher education. ; https://repository.stcloudstate.edu/scsu_histories/1000/thumbnail.jpg

Self efficacy beliefs, which are the confidence student teachers have in their professional competence are closely related to academic and professional training outcomes. The purpose of this study was to examine the implications of gender on teachers' teaching efficacy. One research question and hypothesis were formulated to guide the study. It was a survey research. A sample of 323 student teachers selected purposively from five Government Teacher Training Colleges in the South West Province completed an adapted version of teacher efficacy scale developed by Wool fork Hoy 1990 . The data were analyzed using the Statistical Package for the Social Sciences SPSS Software version 12.0 for windows. The finding showed that there was no significant difference between the teaching efficacy of female and male student teachers. The results were discussed and some recommendations have been made. Lysinge Née Magdalene Limunga Njoh "Implications of Gender on Teachers' Teaching Efficacy" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-3 | Issue-2 , February 2019, URL: https://www.ijtsrd.com/papers/ijtsrd21467.pdf

Last September's Chicago teachers' strike raises critical strategic questions for all progressives and socialists seeking to resist the relentless neoliberal austerity attacks against working people and their communities. For teachers and union activists generally, it was a long-awaited event. In its counterattack, the Chicago Teachers Union (CTU) organized and mobilized its teacher base, and actively involved parents, students, and non-profit community-based organizations. This article will not attempt decisively to answer the Chicago teachers' strike questions, it will suggest a strategic orientation for future teachers' union struggles that builds upon lessons learned from the Chicago strike -- one that ultimately argues for thoroughgoing class-wide organizing to amass the power necessary to stand up to what is in effect a nationally coordinated campaign on the part of the corporations and the state to undermine public education. In thi article, the point of departure must be an analysis of the strengths and limitations of the Chicago teachers' struggle. Adapted from the source document.

American Federation of Teachers President Randi Weingarten misses a pretty big reason why families are leaving traditional public schools.

In modern world, it is expected from citizens to access and use information, think critically, respect to human rights and have democratic attitude. In this context, education has an important role. Education promotes democracy in two ways3A At first, it enables a culture of democracy and second it leads to a greater prosperity. Individuals learn democratic attitudes and behaviors in their home environment and in schools. In educational systems which are democratic, democracy culture will develop. Because of this, the main aim of this study is to determine the democratic attitudes of social studies student teachers. This research was carried out with survey method. The attitude scale was used to fix democratic attitudes of social studies student teachers. The research group consisted of two hundred social studies student teachers who attended in four public universities in Turkey. The qualitative data of this study was collected through standardized open-ended interview questions. In the results of the study3B according to gender, mothers educational background and fathers educational background, there was a meaningful difference between democratic attitude levels of social studies student teachers. Besides, the democratic attitude level of mothers and fathers having graduated from high schools was higher than the democratic attitude level of mothers and fathers having graduated from primary school. On the other hand, there wasnt a meaningful difference between any universities according to university variable.

Abstract
This study investigated the relationship between English teachers' epistemological beliefs and moral dilemma. In doing so, 70 English teachers were selected from different language institutes and were included in the research sample. The instruments used to collect the data included the Schommer Epistemological Questionnaire (SEQ) and the Defining Issues Test (DIT). The collected data were analyzed using Pearson Product Moment Correlation method and descriptive statistics in SPSS software. The findings revealed that the participants believed that knowledge improves with experience over time, and that there was also an innate ability to acquire knowledge. They also displayed conflicting views about the simplicity/complexity of knowledge. The analysis of different stages of moral development in the views of the English teachers showed an ascending trend in the moral development from stage 2 (the focus on personal interests) through stage 6 (appeal to intuitive moral principles/ideals). Besides, significant differences were found among different stages of moral development as assessed by the EFL teachers and also in terms of the impact of different moral reasoning schemas on the participants when making judgments about different moral dilemmas.

Manitoba's dropout rate was nearly 3% higher than the national average of 8.5%, at 11.4%; this was the second highest rate among the ten provinces. The Government of Manitoba published the six-year high school graduation rate at 83.2% for the end of the 2017 school year (Government of Manitoba, 2017). This suggests the actual dropout rate may be significantly higher. Literature indicates there are several types of interventions schools can use to help mitigate many of the risk factors for students dropping out. Three common interventions in schools are food programs, mentoring programs, and the development of strong, positive student-teacher relationships. The purpose of this qualitative study is to gain an understanding of the perspectives of high school resource teachers in Manitoba regarding these interventions through one-on-one interviews. The resource teachers who contributed to this study reaffirmed the results of previous literature and the importance of these interventions for the at-risk student population. The results indicate Manitoba high schools have not implemented these interventions formally and/or they are not consistent between high schools. This study demonstrates the need for the implementation of formal food and mentoring programs, as well as policies and training for teachers to encourage the development of positive student-teacher relationships, with the end goal of reducing Manitoba's high school dropout rate. ; May 2021

"The narratives and analysis included in this book were written by and derived from teacher participants in a post-graduate course that the chief editor, Dr Fang, has taught at the National Institute of Education, Singapore. Narrative inquiry has been used in the course to help teachers and school leaders make meaning of their personal and professional growth and learning trajectory. Narratives give them their own voice, which leads to a deeper understanding of their work and lives and informs teacher educators, researchers, and policy makers on ways to better support their professional learning and development. More than being a mere summary of teacher narratives, the overviews of each of the six parts of the book, written by the editorial team after many rounds of reading and re-reading, tease out patterns to usher readers into the narratives contained in each part in more informative and reflective ways. The final part with two reflective essays and one research paper explores more systematically the narrative experiences of the course participants, while the epilogue records the author's own journey in developing a narrative inquiry pedagogy in teacher education. The book is expected to benefit future course participants and local teachers as a resource for professional development, and inform researchers and policymakers who are interested in understanding the lived experiences of teachers in Singapore and creating better teacher engagement in schools."--Provided by publisher.

Purpose
The purpose of this paper is to draw attention towards sustainability consciousness (SC) of pre-service teachers (student teachers) as their role is central in teaching for sustainable development. This paper investigated SC of the pre-service teachers in Pakistan and compared it with other undergraduate students in the country and with that of Swedish upper secondary students.


Design/methodology/approach
The paper used survey method using a tool developed by a group of Canadian researchers to measure knowledge, attitudes and behaviours towards sustainable development. The instrument was later adapted by a group of Swedish researchers to measure SC. Study data came from 207 pre-service teachers and 154 undergraduate students studying humanities.


Findings
The paper reports that SC of the pre-service teachers in Pakistan is much lower than that of Swedish upper secondary students. Moreover, the paper indicates that the SC of pre-service teachers is not different from other undergraduate students in the country.


Practical implications
This paper establishes a baseline of SC of the final-year pre-service teachers enrolled in BEd (Honours) programme in Pakistan. Such a study is critical in the context when ESD is a missing element in teacher education in Pakistan. In the presence of such a baseline study, teacher education institutes and departments might review their curricula in terms of their focus on ESD and plan for initiatives to educate pre-service teachers for sustainability.


Originality/value
The paper contributes to a broader debate on measuring SC of university students.

In this paper, I investigate the place of philosophical literacy in teachers' research literacy. Drawing on Pring, Bridges and Winch, I ask what the relationship is between being "research literate" in the field of education and understanding key philosophical debates in the field. I hold that properly implementing research findings in educational practice depends on a philosophical understanding of (a) normative, (b) conceptual and (c) methodological matters and that, therefore, "research literacy" in education must also include "philosophical literacy". I question whether it is too much to expect that, in order to become research literate, teachers must also become philosophically literate. However, I demonstrate that questions of the utilisation of research cannot be separated from questions of the production of research. In the end, I hold that "research literacy" is simply a different way of looking at deep methodological questions that have always been part of the discipline of Education.