Search results for "teachers"
showing 10 items of 617 documents
The Teaching Profession in France since the Late Nineteenth Century: Greater Integration or Reinforced Segmentation?
2022
International audience; The emergence, in the mid-twentieth century, of an integrated French educational system that embraces all levels and tracks within a `unique' organised structure of compulsory school education for children between 6 and 16 years of age came with a renewal of the distinctions between the professional identities, trajectories and careers of the various categories of teachers. While this system has helped to redefine, and to some extent blur, the divisions between teaching groups, their professional identities and administrative statuses have remained quite distinct, mainly because of persisting forms of institutional differentiation. In addition, some new lines of divi…
Teachers' Survey on Emergency Remote Teaching Experience during Spring 2020 (COVID-19)
2021
Latvian Council of Science State Research Program “Covid-19 mitigation” project “Life with COVID-19: Evaluation of overcoming the coronavirus crisis in Latvia and recommendations for societal resilience in the future” No. VPP-COVID-2020/1-0013 Emergency Remote Teaching Questionnaire for Latvian Teachers of Comprehensive Schools during Spring 2020 (COVID-19 "First wave"). Participated 1543 teachers from all regions of Latvia.
Cyberagresja jako zjawisko zagrażające bezpieczeństwu cyfrowemu dzieci i młodzieży
2019
Artykuł dotyczy rozważań nad zjawiskiem cyberagresji w kontekście zagrożenia bezpieczeństwa cyfrowego dzieci i młodzieży. Jest to problem, którego muszą być świadome wszystkie osoby korzystające z internetu, w tym nauczyciele, aby mogli skutecznie realizować działania zwiększające kompetencje cyfrowe młodego pokolenia. Głównym celem opracowania było przedstawienie skali zjawiska cyberagresji oraz zaprezentowanie badań dotyczących świadomości występowania tego problemu wśród nauczycieli szkół gimnazjalnych z terenu miasta Opole.
From social and emotional learning in adolescence to emotional-skill training in teachers = Desde la educación socio-emocional en adolescencia al en…
2019
The idea of introducing social and emotional learning in educational settings is based on the assumption that emotions are an essential element of school life. Emotional competencies are conducive to student learning and well-being, in addition to conveying emotional resources for teachers and educators. The development of such abilities is a prerequisite for students and teachers to engage in productive and enjoyable classroom dynamics. Indeed, well-developed emotional competence enhances students’ psychological adjustment, self-esteem, adaptive coping with stress at school and academic success. However, engaging in disruptive behaviors and school violence (bullying) may be attributed to a…
The effect of perceived school climate and teacher efficacy in behavior management on job satisfaction and burnout: A longitudinal study
2016
Abstract This study investigated how perceived school climate affects teachers' job satisfaction and burnout and how self-efficacy and collective efficacy in behavior management mediate the effect of perceived school climate on job satisfaction and burnout. The questions were answered using longitudinal questionnaire data collected from 642 Finnish lower secondary school teachers. A structural equation model revealed that school climate had a positive effect, partly mediated by self-efficacy, on job satisfaction. Collective efficacy in student discipline did not explain either job satisfaction or burnout. Self-efficacy in managing behavior had a positive effect on job satisfaction and a neg…
School Detention in Finland : A Pilot Study
2017
Although detention is one of the most popular methods of punishment in schools, it is being met with increasing criticism as an educational intervention. Few studies have explored its use to date; therefore, the present pilot study was planned to survey the popularity of detention. By analyzing a representative sample of comprehensive school teachers (N = 2,276) in Finland at grade levels 1-9, it was found that 30% of Finnish school teachers regularly use this punishment. Differences in use were observed across gender, age, and teacher category. These results provide a baseline against which future follow-up studies can be compared. peerReviewed
School and choice: An ethnography of a primary school with bilingual classes
2010
Based on a one-year ethnographic study of a primary school in Finland with specialised classes in Finnish and English (referred to as bilingual classes by research participants), this research traces how nationed, ethnicised, classed and gendered differences are produced and gain meaning in school. I examine several aspects of these differences: the ways teachers and parents make sense of school and of school choice; the repertoires of self put forward by teachers, parents and pupils of the bilingual classes, and the institutional and classroom practices in Sunny Lane School (pseudonym). My purpose is to examine how the construction of differentness is related to the policy of school choice…
Attitudes, Sentiments, and Concerns About Inclusive Education of Teachers and Teaching Students in Spain.
2020
The Sentiments, Attitudes, and Concerns About Inclusive Education Revised scale was developed to close the existing gap in measuring perceptions of inclusive education in the educative context. It has been widely used in other cultures but not in Spain. Our objective has been to analyze the psychometric properties in the Spanish sample by studying their relationship with empathy and social dominance variables, finally taking into account sociodemographic variables to observe if there are differences. The scale was applied to a total of 647 subjects: 323 university-students (18–45 years) and 324 in-service teachers (35–58 years). The scale showed psychometric properties suitable for the gene…
Parental Trust in Teachers and Children’s Interest in Reading and Math: A Longitudinal Study
2021
This study investigated cross-lagged associations between parental trust in a child’s teacher and children’s academic interest across Grades 1–4 in primary school. Parents rated trust in their child’s teacher, and 576 children reported their interest in reading and math at each grade. The results showed that high parental trust in a child’s teacher predicted the child’s high interest in math. In addition, the child’s high interest in reading in Grade 2 was related to the father’s subsequent trust in the teacher. peerReviewed