607 resultados para Teachers education
Resumo:
This qualitative investigation explored the professional experiences of 3 Ontario teachers who have mobility challenges. The studys participants (2 male and 1 female) were Ontario teachers who have permanent physical disabilities that challenge their means of mobility. Each participant has an Ontario Certified Teaching License and has either taught or is currently teaching in an Ontario school. My primary source of data collection was a semi-structured face-to-face interview with each participant. The focus of the interview was participant perspectives. Data analysis was accomplished in 3 phases. Data analysis generated 5 prominent themes of commonality among participants: (a) independence and sacrifice, (b) living with pain, (c) barriers and obstacles, (d) the importance of communication, and (e) professional benefits and personal rewards.
Resumo:
This project reviewed current research on mental health and Canadian children, and then examined the practice of mindfulness as a means of supporting well-being and circumventing the potential detrimental effects of mental health problems. By contextualizing these findings within the recently released educational vision of the Ontario Ministry of Education (2014), which identifies well-being as one of the core principles of education in Ontario, this project investigated how mindfulness-based practices can be brought into the primary grade classroom. The ultimate purpose of this project is the development of a handbook for Ontario teachers of students in grades 1 to 3 (ages 6 to 8). This resource was developed from a comprehensive literature review and provides educators with easy-to-follow activities to use in the classroom to encourage the development of resilience and emotional well-being through mindfulness. The handbook also includes additional information and resources regarding both mindfulness and mental health that may be helpful to teachers, students, and parents.
Resumo:
Past research has identified the importance of the relationship between teacher candidates and their associate teachers during field experiences. Through the research questions that framed the study, I sought to contribute to a growing understanding of how the associate teacher-teacher candidate relationship develops from the perspective of teacher candidates. Using an interpretive lens, I explored the associate teacher-teacher candidate relationships of 5 teacher candidates at a mid-sized university in Southern Ontario. In this instrumental multicase study, the 5 participants described 13 pairs of relationships with associate teachers who modeled varying practices. The qualitative data surrounding these case relationships were collected through a focus group and semistructured interviews. Participants responses were analyzed using axial coding and constant comparative analysis. Participants identified feedback, guidance, support, genuine interactions, and relationship dynamics as central to successful field experiences. Participants also suggested that associate teachers might be better supported in their role if they were offered increased professional development from the faculties of education that organize the field experiences. The findings documented offer a fresh perspective of the role of the associate teacher in successful teacher education programs, particularly as experienced by the 5 participants.
Resumo:
This project addressed the need for more insightful, current, and applicable resources for intermediate math teachers in Canadian classrooms. A need for a handbook in this division seemed warranted by a lack of government resource support. Throughout an extensive review of the literature, themes and topics for the handbook emerged. The handbook was designed to not only provide educators with examples of effective teaching strategies within the mathematics classroom but to also inform them about the ways in which their personal characteristics and personality type could affect their students and their own pedagogical practices. Three teaching professionals who had each taught in an intermediate math class within the past year evaluated the handbook. The feedback received from these educators was directly applied to the first draft of the handbook in order to make it more accessible and applicable to other math teachers. Although the handbook was written with teachers in mind, the language and format used throughout the manual also make it accessible to parents, tutors, preservice education students, and educational administrators. Essentially, any individual who is hoping to inspire and educate intermediate math students could make use of the content within the handbook.
Resumo:
While bullying prevention programs appear to be decreasing the number of bullying incidents overseas, bullying prevention programs here in Canada have not been proving as effective. Evaluations of bullying prevention programs often focus on the outcomes and neglect to examine the training regimen for teachers. As teachers are on the front lines of bullying prevention programs, the current study explored teachers beliefs about the various types of bullying, their perceptions of their own abilities (e.g., teacher bullying prevention efficacy (TBPE), self-concept, and theory of mind) to implement bullying prevention initiatives, and how the school climate may influence their efficacy beliefs. Participants in the current study were 61 Canadian teachers (n = 51 women), predominantly from Ontario. Participating teachers represented all elementary division levels (primary, junior, and intermediate). Participants teaching experience ranged from zero years of teaching (pre-service) to 28 years of experience (M = 10.50, SD = 7.35). It was found that participants reported a relatively high TBPE score, which was related to their likely intervention in cyberbullying situations but not for other forms of bullying situations. It was found that teachers were most likely to intervene in physical bullying than verbal, relational, and cyberbullying, respectively. TBPE was influenced by the school climate. Teachers scores on the theory of mind scale was not a significant indicator of any teachers bullying beliefs. Analyses exploring the relationship between bullying beliefs and self-concept, morality predicted teachers TBPE scores and the likelihood of intervention. Teachers recommendations for bullying prevention training and school bullying prevention programs were explored. Results are discussed in terms of implications for practice and future research.
Resumo:
This study sought to explore the current state of Grades 4 to 8 science education in Ontario from the perspective of Junior/Intermediate (J/I) teachers. The studys methodology was a sequential 2-phased mixed methods explanatory design denoted as QUAN (qual) qual. Data were collected from an online survey and follow-up interviews. J/I teachers (N = 219) from 48 school boards in Ontario completed a survey that collected both quantitative and qualitative data. Interviewees were selected from the survey participant population (n = 6) to represent a range of teaching strategies, attitudes toward teaching science, and years of experience. Survey and interview questions inquired about teacher attitudes toward teaching science, academic and professional experiences, teaching strategies, support resources, and instructional time allotments. Quantitative data analyses involved the descriptive statistics and chi-square tests. Qualitative data was coded inductively and deductively. Academic background in science was found to significantly influence teachers reported level of capability to teach science. The undergraduate degrees held by J/I science teachers were found to significantly influence their reported levels of capability to teach science. Participants identified a lack of time allocated for science instruction and inadequate equipment and facilities as major limitations on science instruction. Science in schools was reported to be of a second-tiered value to language and mathematics. Implications of this study include improving undergraduate and preservice experiences of elementary teachers by supporting their science content knowledge and pedagogical content knowledge.
Resumo:
As a recent teacher education graduate, I have been left with more questions than answers about how to create and maintain an equitable and antioppressive classroom. These complicated questions of equity laid the groundwork for this study, which explored how new teachers understood diversity, specifically whiteness, and how they connected these perceptions to their course-related experiences in their teacher education program. Using a qualitative approach, this study problematized the lack of critical discussions around diversity taking place in Ontario teacher education courses. Through purposive, homogenous sampling, 7 new Ontario educators participated in a semistructured interview that focused on their experiences as teacher candidates and new teachers and their understandings and ideas regarding diversity, race, and more specifically, whiteness. The findings suggest that the greater Canadian discourse surrounding multiculturalism impacts the everyday diversity talk of the participants, and that problematic ideas of acceptance and tolerance are common. The findings also show a strong discomfort and unfamiliarity among the participants with the terms whiteness and white privilege. Finally, the results also revealed that new teachers have limited experience in their teacher education to discuss and learn about diversity, particularly critical discussions about race and privilege. Through this investigation, I aimed to bring attention to the necessity of having these critical, albeit difficult, discussions around diversity and whiteness in order to support new, predominately white, teachers.
Resumo:
Cette thse sintresse aux effets de la conscience historique sur les ngociations de lethnicit et la structuration des frontires intergroupes chez les enseignants dhistoire nationale au Qubec. Lambigut de dominance ethnique entre Francophones et Anglophones contextualise la faon dont les enseignants de ces groupes historicisent les significations du pass pour se connatre et sorienter ethniquement. Selon leurs constructions des ralits intergroupes, ils peuvent promouvoir la comprhension intergroupe ou prserver une coexistence rigide. Le premier article thorise comment les capacits historiciser le pass, ou gnrer des formes de vie morales pour une orientation temporelle, soutiennent la construction de lethnicit. En dveloppant un rpertoire des tendances de conscience historique parallles et gales afin de comprendre les fluctuations dans le maintien des frontires ethniques, larticle souligne limportance de la volont reconnatre lagentivit morale et historique des humains rendre les frontires plus permables. Le deuxime article discute dune tude sur les attitudes intergroupes et les traitements mutuels entre des enseignants dhistoire Francophones et Anglophones. Alors que la plupart des rpondants francophones sont indiffrents aux ralits sociales et expriences historiques des Anglo-qubcois, tous les rpondants anglophones en sont conscients et enseignent celles des Franco-qubcois. Cette divergence implique une dissemblance dans la manire dont les relations intergroupes passes sont historicises. La non-reconnaissance de lagentivit morale et historique des Anglo-qubcois peut expliquer lindiffrence des rpondants francophones. Le dernier article prsente une tude sur la conscience historique des enseignants dhistoire francophone lgard des Anglo-qubcois. En mettant le rpertoire de conscience historique dvelopp lpreuve, ltude se concentre sur la manire dont les rpondants historicisent le changement temporel dans leurs ngociations de lethnicit et leurs structurations des frontires. Tandis que leurs opinions sur l histoire et leurs historicisations des contextes diffrents les amnent renforcer des diffrences ethnoculturelles et ne pas reconnatre lagentivit morale et historique de lAutre, presque la moiti des rpondants dmontre une ouverture apprendre et transmettre les ralits et expriences anglo-qubcoises. La dpendance sur les visions historiques prtablies pour construire les ralits intergroupes souligne nanmoins lexclusion de ce dernier groupe dans le dveloppement dune identit nationale.
Resumo:
Au cours des dernires annes, les pratiques de lvaluation comme aide lapprentissage (cest--dire lauto-valuation, lvaluation par les pairs, la rtroaction) dans la salle de classe ont t de plus en plus considres comme des lments essentiels (Black & Wiliam, 1998; Harlen & Winter, 2004; van de Watering & van der Rijt, 2006). Cependant, dans le domaine de lapprentissage dune langue seconde la recherche sur ce sujet est plutt limite. En nous fondant sur les tudes de Colby-Kelly et Turner (2007) et de Lyster et Ranta (1997), nous avons men une recherche exploratoire visant combler ce besoin. Lobjectif gnral tait de comprendre comment lvaluation formative se ralise dans deux cours danglais intermdiaire lUniversit de Montral, et de comparer comment ces pratiques sont perues et vcues par la professeure et ses tudiants. Trois questions de recherche taient poses: 1. Quelle est la nature de lvaluation formative dans une salle de classe danglais langue seconde? 2. Est-ce que les pratiques de la professeure refltent ce quelle pense de lvaluation formative? 3. Quels sont les correspondances et diffrences entre les croyances de la professeure et les perceptions de ses tudiants quant aux bnfices de lvaluation formative pour lapprentissage de langlais langue seconde? La collecte de donnes comprend des observations en classe, des entrevues auprs de la professeure et des questionnaires pour les tudiants. Pour rpondre notre premire question de recherche, nous avons analys la rtroaction donne par la professeure pendant une production orale ralise par ses tudiants partir de la typologie de feedback et de uptake de ltude de Lyster et Ranta (1997). En ce qui a trait la deuxime question de recherche, nous avons fait des entrevues avec la professeure en vue dexpliciter ses perceptions relativement lvaluation formative. la fin du trimestre, nous avons compar ses rponses avec sa pratique partir des enregistrements vido produits en classe. Finalement, pour rpondre notre dernire question de recherche nous avons compar les rponses donnes par la professeure aux entrevues avec les rponses des tudiants un questionnaire adapt partir de celui de Colby-Kelly et Turner. Finalement, nous prsentons et discutons les rsultats les plus significatifs obtenus dans cette tude qualitative Nous concluons cette thse en proposant de avenues pour des recherches futures.
Resumo:
The study is entitled HUMAN RESOURCES DEVELOPMENT IN HIGHER EDUCATION IN KERALA. The concept Human Resource Development is of high value in business and industry and has been used and applied since years. In industry and business the 'human' element is considred as a resource and hence its development and protection is very essential and inevitable. Of all the factors of production, human resource is the only factor having rational faculty and therefore, it must be handled with utmost care. Right recruitment, right training and right induction followed by faultless monitoring and welfare measures are but decisive factors in business and industry. Altogether there is a constant attention up on human factor there. But this is not a practice at all in education. So far there has not been any such measure of care and close watch and performance analysis of human resource on education front. This may be the main reason for lack of accountability in the sphere of education. The present study reveals the importance of introducing HRD practices in higher educational institutions in Kerala. In order to promise human capital formation through education, it is basic requirement. The higher educational institutions must follow the method of industry and commerce because education can be treated as an industry in service sector. There also we can follow the methods of right recruitment, right training and promotion, delegation, performance analysis and accountability checking of human resource. HRD is a powerful idea of transformation of human being into highly productive and contributing factor The HRD of students is the sum total of HRD of teachers. Reminding the primordial usage 'Yatha Raja Thadha Praja the quality of faculty resembles in students. The quality of administrative staff in colleges also affects the quality of higher education. Hence, it is high time to introduce the managerial method of HRD with all its paraphernalia in higher educational institutions so as to assure proper human capital formation in higher education in India.
Resumo:
The study is entitled HUMAN RESOURCES DEVELOPMENT IN HIGHER EDUCATION IN KERALA. The concept Human Resource Development is of high value in business and industry and has been used and applied since years. In industry and business the human element is considred as a resource and hence its development and protection is very essential and inevitable. Of all the factors of production, human resource is the only factor having rational faculty and therefore, it must be handled with utmost care. Right recruitment, right training and right induction followed by faultless monitoring and welfare measures are but decisive factors in business and industiy. Altogether there is a constant attention up on human factor there. But this is not a practice at all in education. So far there has not been any such measure of care and close watch and performance analysis of human resource on education front. This may be the main reason for lack of accountability in the sphere of education. The present study reveals the importance of introducing HRD practices in higher educational institutions in Kerala. In order to promise human capital formation through education, it is basic requirement. The higher educational institutions must follow the method of industry and commerce because education can be treated as an industry in service sector. There also we can follow the methods of right recruitment, right training and promotion, delegation, performance analysis and accountability checking of human resource. HRD is a powerful idea of transformation of human being into highly productive and contributing factor The HRD of students is the sum total of HRD of teachers. Reminding the primordial usage Yatha Raja Thadha Praja the quality of faculty resembles in students. The quality of administrative staff in colleges also affects the quality of higher education. Hence, it is high time to introduce the managerial method of HRD with all its paraphernalia in higher educational institutions so as to assure proper human capital formation in higher education in India.
Resumo:
This study analyses the socio-economic backgrounds and entrepreneurial profiles of the students and pass outs of the Vocational Higher Secondary Education in Kerala and the academic achievements of the Vocational Higher Secondary students and pass outs in Kerala in terms of their performance in the examinations. The study also analyses the quality and availability of the various training and support facilities of the Vocational Higher Secondary Schools in Kerala, nature and rate of employment and higher studies among the pass outs of the Vocational Higher Secondary Education in Kerala and the awareness of students, pass outs, teachers and principals regarding the goals and objectives, mode of implementation, apprenticeship training and higher study and employment opportunities of the programme of the Vocational Higher Secondary Education in Kerala.
Resumo:
Econometrics is a young science. It developed during the twentieth century in the mid-1930s, primarily after the World War II. Econometrics is the unification of statistical analysis, economic theory and mathematics. The history of econometrics can be traced to the use of statistical and mathematics analysis in economics. The most prominent contributions during the initial period can be seen in the works of Tinbergen and Frisch, and also that of Haavelmo in the 1940's through the mid 1950's. Right from the rudimentary application of statistics to economic data, like the use of laws of error through the development of least squares by Legendre, Laplace, and Gauss, the discipline of econometrics has later on witnessed the applied works done by Edge worth and Mitchell. A very significant mile stone in its evolution has been the work of Tinbergen, Frisch, and Haavelmo in their development of multiple regression and correlation analysis. They used these techniques to test different economic theories using time series data. In spite of the fact that some predictions based on econometric methodology might have gone wrong, the sound scientific nature of the discipline cannot be ignored by anyone. This is reflected in the economic rationale underlying any econometric model, statistical and mathematical reasoning for the various inferences drawn etc. The relevance of econometrics as an academic discipline assumes high significance in the above context. Because of the inter-disciplinary nature of econometrics (which is a unification of Economics, Statistics and Mathematics), the subject can be taught at all these broad areas, not-withstanding the fact that most often Economics students alone are offered this subject as those of other disciplines might not have adequate Economics background to understand the subject. In fact, even for technical courses (like Engineering), business management courses (like MBA), professional accountancy courses etc. econometrics is quite relevant. More relevant is the case of research students of various social sciences, commerce and management. In the ongoing scenario of globalization and economic deregulation, there is the need to give added thrust to the academic discipline of econometrics in higher education, across various social science streams, commerce, management, professional accountancy etc. Accordingly, the analytical ability of the students can be sharpened and their ability to look into the socio-economic problems with a mathematical approach can be improved, and enabling them to derive scientific inferences and solutions to such problems. The utmost significance of hands-own practical training on the use of computer-based econometric packages, especially at the post-graduate and research levels need to be pointed out here. Mere learning of the econometric methodology or the underlying theories alone would not have much practical utility for the students in their future career, whether in academics, industry, or in practice This paper seeks to trace the historical development of econometrics and study the current status of econometrics as an academic discipline in higher education. Besides, the paper looks into the problems faced by the teachers in teaching econometrics, and those of students in learning the subject including effective application of the methodology in real life situations. Accordingly, the paper offers some meaningful suggestions for effective teaching of econometrics in higher education
Resumo:
The study is focused on education of tribes particularly the problem of high dropout rate existing among the tribal students at school level. Scheduled Tribe is one of the marginalized communities experiencing high level of educational deprivation. The analysis of the study shows that the extent of deprivation existing among STs of Kerala is much higher compared to that of other communities. The present study covered tribes of three tribal predominant districts of Kerala such as Idukki, Palakkad and Wayanad. Out of the 35 tribal communities in the State, 17 of them are concentrated in these districts. Tribes concentrated in Idukki include Muthuvans, Malai Arayan, Uraly, Mannan and Hill Pulaya. The present study analyzed dropouts situation in tribal areas of Kerala by conducting Field Survey among dropout and non-dropout students at school level. High dropouts among STs persist due to many problems which are of structural in nature. Important problems faced by the tribal students that have been analyzed, this can be classified as economic, social, cultural and institutional. It is found that there exists high correlation between Income and expenditure of the family with the well-being of individuals. Significant economic factors are poverty and financial indebtedness of the family. Some of the common cultural factors of tribes are Nature of Habitation, Difference in Dialect and Medium of Instruction etc. Social factors analyzed in the study are illiteracy of parents, migration of family, family environment, motivation by parents, activities engaged in for helping the family and students lack of interest in studies. The analysis showed that all these factors except migration of the family, are affecting the education of tribal students. Apart from social, economic and cultural factors, there are a few institutional factors which will also influence the education of tribal students. Institutional factors analyzed in the study include students absenteeism, irregularity of teachers, attitude of non-tribal teachers and non-tribal students, infrastructure facilities and accessibility to school. The study found irregularity of students and accessibility to school as significant factors which determine the dropout of the students.
