CINXE.COM

<!DOCTYPE html> <html lang="en" dir="ltr"> <head>  <script async src="https://www.googletagmanager.com/gtag/js?id=G-P63WKM1TM1"></script> <script> window.dataLayer = window.dataLayer || []; function gtag(){dataLayer.push(arguments);} gtag('js', new Date()); gtag('config', 'G-P63WKM1TM1'); </script>  <script type="text/javascript" > (function(m,e,t,r,i,k,a){m[i]=m[i]||function(){(m[i].a=m[i].a||[]).push(arguments)}; m[i].l=1*new Date(); for (var j = 0; j < document.scripts.length; j++) {if (document.scripts[j].src === r) { return; }} k=e.createElement(t),a=e.getElementsByTagName(t)[0],k.async=1,k.src=r,a.parentNode.insertBefore(k,a)}) (window, document, "script", "https://mc.yandex.ru/metrika/tag.js", "ym"); ym(55165297, "init", { clickmap:false, trackLinks:true, accurateTrackBounce:true, webvisor:false }); </script> <noscript><div><img src="https://mc.yandex.ru/watch/55165297" style="position:absolute; left:-9999px;" alt="" /></div></noscript>    <title>Search results for: teachers' perspectives</title> <meta name="description" content="Search results for: teachers' perspectives"> <meta name="keywords" content="teachers' perspectives"> <meta name="viewport" content="width=device-width, initial-scale=1, minimum-scale=1, maximum-scale=1, user-scalable=no"> <meta charset="utf-8"> <link href="https://cdn.waset.org/favicon.ico" type="image/x-icon" rel="shortcut icon"> <link href="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/css/bootstrap.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/plugins/fontawesome/css/all.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/css/site.css?v=150220211555" rel="stylesheet"> </head> <body> <header> <div class="container"> <nav class="navbar navbar-expand-lg navbar-light"> <a class="navbar-brand" href="https://waset.org"> <img src="https://cdn.waset.org/static/images/wasetc.png" alt="Open Science Research Excellence" title="Open Science Research Excellence" /> </a> <button class="d-block d-lg-none navbar-toggler ml-auto" type="button" data-toggle="collapse" data-target="#navbarMenu" aria-controls="navbarMenu" aria-expanded="false" aria-label="Toggle navigation"> <span class="navbar-toggler-icon"></span> </button> <div class="w-100"> <div class="d-none d-lg-flex flex-row-reverse"> <form method="get" action="https://waset.org/search" class="form-inline my-2 my-lg-0"> <input class="form-control mr-sm-2" type="search" placeholder="Search Conferences" value="teachers' perspectives" name="q" aria-label="Search"> <button class="btn btn-light my-2 my-sm-0" type="submit"><i class="fas fa-search"></i></button> </form> </div> <div class="collapse navbar-collapse mt-1" id="navbarMenu"> <ul class="navbar-nav ml-auto align-items-center" id="mainNavMenu"> <li class="nav-item"> <a class="nav-link" href="https://waset.org/conferences" title="Conferences in 2024/2025/2026">Conferences</a> </li> <li class="nav-item"> <a class="nav-link" href="https://waset.org/disciplines" title="Disciplines">Disciplines</a> </li> <li class="nav-item"> <a class="nav-link" href="https://waset.org/committees" rel="nofollow">Committees</a> </li> <li class="nav-item dropdown"> <a class="nav-link dropdown-toggle" href="#" id="navbarDropdownPublications" role="button" data-toggle="dropdown" aria-haspopup="true" aria-expanded="false"> Publications </a> <div class="dropdown-menu" aria-labelledby="navbarDropdownPublications"> <a class="dropdown-item" href="https://publications.waset.org/abstracts">Abstracts</a> <a class="dropdown-item" href="https://publications.waset.org">Periodicals</a> <a class="dropdown-item" href="https://publications.waset.org/archive">Archive</a> </div> </li> <li class="nav-item"> <a class="nav-link" href="https://waset.org/page/support" title="Support">Support</a> </li> </ul> </div> </div> </nav> </div> </header> <main> <div class="container mt-4"> <div class="row"> <div class="col-md-9 mx-auto"> <form method="get" action="https://publications.waset.org/abstracts/search"> <div id="custom-search-input"> <div class="input-group"> <i class="fas fa-search"></i> <input type="text" class="search-query" name="q" placeholder="Author, Title, Abstract, Keywords" value="teachers' perspectives"> <input type="submit" class="btn_search" value="Search"> </div> </div> </form> </div> </div> <div class="row mt-3"> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Commenced</strong> in January 2007</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Frequency:</strong> Monthly</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Edition:</strong> International</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Paper Count:</strong> 3740</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: teachers' perspectives</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3710</span> Mathematics Teachers’ Background Characteristics as a Correlate of Secondary School Students’ Achievement in Mathematics in Gombe State, Nigeria</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ali%20Adamu">Ali Adamu</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Teachers’ background characteristics as a correlate of students’ achievement in Mathematics were studied in Gombe State. Pearson Product Moment Correlation Coefficient was used for the analysis. Five Hundred and Twelve (512) students and 20 teachers from 12 schools in Gombe State of Nigeria were used for the study. Students’ Achievement Tests and Mathematics Teachers’ backgrounds were instruments for the study. The findings indicated that teachers’ qualifications, experience of the teacher, and teachers’ personalities had a positive correlation with students’ achievement. Recommendations are made, which include allowing the teachers to go for training as well as the government should ensure recruiting teachers that have experience in the teaching job. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=achievement-test" title="achievement-test">achievement-test</a>, <a href="https://publications.waset.org/abstracts/search?q=teachers%E2%80%99%20personality" title=" teachers’ personality"> teachers’ personality</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching%20mathematics" title=" teaching mathematics"> teaching mathematics</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher-background" title=" teacher-background"> teacher-background</a> </p> <a href="https://publications.waset.org/abstracts/164013/mathematics-teachers-background-characteristics-as-a-correlate-of-secondary-school-students-achievement-in-mathematics-in-gombe-state-nigeria" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/164013.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">105</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3709</span> Regional Identity Construction of Acehnese English Teachers in Professional Practice</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ugahara%20Bin%20Mahyuddin%20Yunus">Ugahara Bin Mahyuddin Yunus</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In English Language Teaching, it cannot be denied that the backgrounds of English teachers do affect the way they teach English to their students, which in turn will affect their students’ English learning itself. Thus, it is very important to understand who the English teachers are so that how they teach English to their students can be understood. One of their backgrounds that is essential to be highlighted is their culture. Certainly, they wittingly or not will bring the perspectives and values of their culture into their daily teaching practices. In other words, their cultural identities do shape how they teach their students. Cultural identities themselves actually consist of some elements, one of which is regional identity. Indeed, the culture of the region in which English teachers identify with has impact on their beliefs and actions during teaching. For this reason, this study aims to understand how the regional identity of English teachers influence the way they teach English to their students. This study is a qualitative study conducted in a multilingual and multicultural setting, namely Aceh, Indonesia. Here, four Acehnese English teachers were involved as the research participants. In addition, this study adopted poststructuralist perspective to identity as the theoretical framework. Three research instruments were used in this study, namely semi-structured interviews, classroom observation, and teacher journal. The data gained from these instruments were then analyzed by using thematic analysis. Obviously, the research about the regional identity of English teachers in English Language Teaching has been studied worldwide. However, little is still known about it in Indonesian context, let alone Indonesia itself is a super diverse country with 34 regions. As a result, this study presents a good opportunity to advance the knowledge of how the regional identity construction of English teachers in this setting is. The findings of the study revealed that their regional identity construction in teaching was highly influenced by their indigenous language and religious faith. Even, how they teach English in classroom, in fact, is related to these two things. The conclusion that can be drawn from this study is for these English teachers, in fact, their regional identity itself constitutes their use of local language and religious identity, which are considered by them as their core identity. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=English%20language%20teaching" title="English language teaching">English language teaching</a>, <a href="https://publications.waset.org/abstracts/search?q=English%20teachers" title=" English teachers"> English teachers</a>, <a href="https://publications.waset.org/abstracts/search?q=identity%20construction" title=" identity construction"> identity construction</a>, <a href="https://publications.waset.org/abstracts/search?q=regional%20identity" title=" regional identity"> regional identity</a> </p> <a href="https://publications.waset.org/abstracts/102280/regional-identity-construction-of-acehnese-english-teachers-in-professional-practice" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/102280.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">244</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3708</span> Exploring Moroccan Teachers Beliefs About Multilingualism</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Belkhadir%20Radouane">Belkhadir Radouane</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In this study, author tried to explore the beliefs of some Moroccan teachers working in the delegations of Safi and Youcefia about the usefulness of first and second languages in learning the third language. More specifically, author attempted to see the extent to which these teachers believe that a first and second language can serve students in learning a third one. The first language in this context is Arabic, the second is French, and the third is English. The teachers’ beliefs were gathered through a questionnaire that was addressed via Google Forms. Then, the results were analyzed using the same application. It was found that teachers are positive about the usefulness of the first and second language in learning the third one, but most of them rarely use in a conscious way activities that serve this purpose. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Bilinguilism" title="Bilinguilism">Bilinguilism</a>, <a href="https://publications.waset.org/abstracts/search?q=teachers%20beliefs" title=" teachers beliefs"> teachers beliefs</a>, <a href="https://publications.waset.org/abstracts/search?q=English%20as%20ESL" title=" English as ESL"> English as ESL</a>, <a href="https://publications.waset.org/abstracts/search?q=Morocco" title=" Morocco"> Morocco</a> </p> <a href="https://publications.waset.org/abstracts/183066/exploring-moroccan-teachers-beliefs-about-multilingualism" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/183066.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">56</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3707</span> The Facilitators and Barriers to the Implementation of Educational Neuroscience: Teachers’ Perspectives</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=S.%20Kawther">S. Kawther</a>, <a href="https://publications.waset.org/abstracts/search?q=C.%20Marshall"> C. Marshall</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Educational neuroscience has the intention of transforming research findings of the underpinning neural processes of learning to educational practices. A main criticism of the field, hitherto, is that less focus has been put on studying the in-progress practical application of these findings. Therefore, this study aims to gain a better understanding of teachers’ perceptions of the practical application and utilization of brain knowledge. This was approached by investigating the answer to 'What are the facilitators and barriers for bringing research from neuroscience to bear on education?'. Following a qualitative design, semi-structured interviews were conducted with 12 teachers who had a proficient course in educational neuroscience. Thematic analysis was performed on the transcribed data applying Braun & Clark’s steps. Findings emerged with four main themes: time, knowledge, teacher’s involvement, and system. These themes revealed that some effective brain-based practices are being engaged in by the teachers. However, the lack of guidance and challenges regarding this implementation were also found. This study discusses findings in light of the development of educational neuroscience implementation. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=brain-based" title="brain-based">brain-based</a>, <a href="https://publications.waset.org/abstracts/search?q=educational%20neuroscience" title=" educational neuroscience"> educational neuroscience</a>, <a href="https://publications.waset.org/abstracts/search?q=neuroeducation" title=" neuroeducation"> neuroeducation</a>, <a href="https://publications.waset.org/abstracts/search?q=neuroscience-informed" title=" neuroscience-informed"> neuroscience-informed</a> </p> <a href="https://publications.waset.org/abstracts/123912/the-facilitators-and-barriers-to-the-implementation-of-educational-neuroscience-teachers-perspectives" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/123912.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">170</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3706</span> Teachers’ Attitudes and Techniques in EFL Writing in Secondary Schools in Egypt</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Hosam%20Mohamed%20Darwish">Hosam Mohamed Darwish</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In 2008, the Egyptian Ministry of Education introduced a new national coursebook ‘Hello for Secondary Schools, which recommends a shift in EFL teachers’ instructional practices. Since then, very little attention has been paid to teachers’ techniques in EFL writing classes. Hence, this study aimed at investigating teaching writing practices in secondary schools and exploring the teachers’ attitudes towards EFL writing skill in addition to exploring the difficulties that teachers encountered in EFL writing lessons. The study depended on data triangulation through administering two questionnaires: one to 44 teachers and the other to 24 students, and conducting semi-structured interviews with 11 teachers. Both teachers and students were asked to describe teaching practices in EFL writing classes while the open-ended questions and interviews collected data about the teachers’ difficulties in writing lessons. The questionnaires indicate that teachers have negative attitudes towards teaching writing, and most of their practices are still traditional. Five factors have influenced teachers’ practices: backwash of the test, teachers’ professional development, students’ culture of reading and large classes. The study recommends there has to be a necessary change in the students’ examination system, and ongoing teachers’ professional development should be considered. Finally, a teaching model and implications are suggested. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=EFL%20writing" title="EFL writing">EFL writing</a>, <a href="https://publications.waset.org/abstracts/search?q=Egyptian%20secondary%20schools" title=" Egyptian secondary schools"> Egyptian secondary schools</a>, <a href="https://publications.waset.org/abstracts/search?q=teachers%E2%80%99%20attitudes" title=" teachers’ attitudes"> teachers’ attitudes</a>, <a href="https://publications.waset.org/abstracts/search?q=teachers%E2%80%99%20techniques" title=" teachers’ techniques"> teachers’ techniques</a> </p> <a href="https://publications.waset.org/abstracts/32898/teachers-attitudes-and-techniques-in-efl-writing-in-secondary-schools-in-egypt" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/32898.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">422</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3705</span> An Exploration of Inclusive Education Settings in the Context of Saudi Arabia: Stakeholder Perspectives</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Nourah%20Alshalhoub">Nourah Alshalhoub</a> </p> <p class="card-text"><strong>Abstract:</strong></p> As Saudi Arabia is one of the countries moving toward more inclusive schools, there are few researchers who have examined the new model of inclusive practice; that is, a model introduced by the Tatweer project. Tatweer is an initiative supported by the Saudi government to develop education with a particular focus on inclusion. This on-going doctoral work aims to find out the nature of inclusive practice that Taweer introduced to create effective practice to include students with different abilities. While stakeholders are important elements to the implementation of inclusive education practice, the study’s goal is to find out and explore their understandings and perspectives. This study considers the perspectives of stakeholders, who are involved and influential on the implementation of the practice, from different dimensions. Tatweer project’s managers, head teachers, teachers and teaching assistants will be interviewed to find out how do they understand inclusive education concept and what perspective do they hold. Reliant on this material, this work seeks to inquire into what meaning inclusion and inclusive practice holds in Tatweer and to what extent this educational models let students with different abilities be more included. Four primary schools in Riyadh were purposively selected and data will be collected through semi-structured interviews. Semi-structured interview was selected as a study tool because it is a relevant and helpful method in understanding the thoughts, views, and beliefs of the stakeholders individually, and investigating issues more thoroughly in the context of Saudi Arabia. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=inclusive%20education" title="inclusive education">inclusive education</a>, <a href="https://publications.waset.org/abstracts/search?q=perspective" title=" perspective"> perspective</a>, <a href="https://publications.waset.org/abstracts/search?q=understanding" title=" understanding"> understanding</a>, <a href="https://publications.waset.org/abstracts/search?q=definition" title=" definition"> definition</a>, <a href="https://publications.waset.org/abstracts/search?q=inclusion" title=" inclusion"> inclusion</a> </p> <a href="https://publications.waset.org/abstracts/85551/an-exploration-of-inclusive-education-settings-in-the-context-of-saudi-arabia-stakeholder-perspectives" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/85551.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">297</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3704</span> English Language Teachers' Personal Motivation Influences Their Professional Motivation</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Gulderen%20Saglam">Gulderen Saglam</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study explores the elements of personal motivation which influence professional motivation of in-service English language teachers in Bursa in Turkey. Fifty English language teachers participated in a seminar held on ‘teachers’ motivation’ for the length of six hours in two days, which were organized by the local Ministry of Education. During the seminar, teachers firstly aimed to share cornerstones of their professional motivation. Later, those teachers stated the significance of their personal motivation. Two months’ later, those teachers were given the questionnaire including both closed and open-ended questions involving those two types of motivational acts of teachers. Questionnaire items were tested by Crombah’s Alfa Reliability Statistics. Responses to the questionnaire were analyzed by factor analysis and test of normality. The results were also tested by non-parametric and parametric tests. As a result, it was found that language teachers who were personally motivated reported higher professional motivation of theirs in teaching profession in-service. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=influencing%20factor" title="influencing factor">influencing factor</a>, <a href="https://publications.waset.org/abstracts/search?q=in-service-teachers" title=" in-service-teachers"> in-service-teachers</a>, <a href="https://publications.waset.org/abstracts/search?q=personal%20motivation" title=" personal motivation"> personal motivation</a>, <a href="https://publications.waset.org/abstracts/search?q=professional%20motivation" title=" professional motivation"> professional motivation</a>, <a href="https://publications.waset.org/abstracts/search?q=in-service-teachers" title=" in-service-teachers"> in-service-teachers</a>, <a href="https://publications.waset.org/abstracts/search?q=influencing%20factor" title=" influencing factor"> influencing factor</a> </p> <a href="https://publications.waset.org/abstracts/40385/english-language-teachers-personal-motivation-influences-their-professional-motivation" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/40385.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">288</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3703</span> Examining How Teachers’ Backgrounds and Perceptions for Technology Use Influence on Students’ Achievements</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Zhidong%20Zhang">Zhidong Zhang</a>, <a href="https://publications.waset.org/abstracts/search?q=Amanda%20Resendez"> Amanda Resendez</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study is to examine how teachers’ perspective on education technology use in their class influence their students’ achievement. The authors hypothesized that teachers’ perspective can directly or indirectly influence students’ learning, performance, and achievements. In this study, a questionnaire entitled, Teacher’s Perspective on Educational Technology, was delivered to 63 teachers and 1268 students’ mathematics and reading achievement records were collected. The questionnaire consists of four parts: a) demographic variables, b) attitudes on technology integration, c) outside factor affecting technology integration, and d) technology use in the classroom. Kruskal-Wallis and hierarchical regression analysis techniques were used to examine: 1) the relationship between the demographic variables and teachers’ perspectives on educational technology, and 2) how the demographic variables were causally related to students’ mathematics and reading achievements. The study found that teacher demographics were significantly related to the teachers’ perspective on educational technology with p < 0.05 and p < 0.01 separately. These teacher demographical variables included the school district, age, gender, the grade currently teach, teaching experience, and proficiency using new technology. Further, these variables significantly predicted students’ mathematics and reading achievements with p < 0.05 and p < 0.01 separately. The variations of R² are between 0.176 and 0.467. That means 46.7% of the variance of a given analysis can be explained by the model. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=teacher%27s%20perception%20of%20technology%20use" title="teacher's perception of technology use">teacher's perception of technology use</a>, <a href="https://publications.waset.org/abstracts/search?q=mathematics%20achievement" title=" mathematics achievement"> mathematics achievement</a>, <a href="https://publications.waset.org/abstracts/search?q=reading%20achievement" title=" reading achievement"> reading achievement</a>, <a href="https://publications.waset.org/abstracts/search?q=Kruskal-Wallis%20test" title=" Kruskal-Wallis test"> Kruskal-Wallis test</a>, <a href="https://publications.waset.org/abstracts/search?q=hierarchical%20regression%20analysis" title=" hierarchical regression analysis"> hierarchical regression analysis</a> </p> <a href="https://publications.waset.org/abstracts/110322/examining-how-teachers-backgrounds-and-perceptions-for-technology-use-influence-on-students-achievements" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/110322.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">133</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3702</span> A Study of Stress and Coping Strategies of School Teachers</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=G.S.%20Patel">G.S. Patel</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In this research paper the discussion have been made on teachers work mental stress and coping strategies. Stress Measurement scale was developed for school teachers. All the scientific steps of test construction was followed. For this test construction, different factors like teachers workplace, teachers' residential area, teachers' family life, teachers' ability and skills, economic factors and other factors to construct teachers stress measurement scale. In this research tool, situational statements have been made and teachers have to give a response in each statement on five-point rating scale what they experienced in their daily life. Special features of the test also established like validity and reliability of this test and also computed norms for its interpretation. A sample of 320 teachers of school teachers of Gujarat state was selected by Cluster sampling technique. t-test was computed for testing null hypothesis. The main findings of the present study are Urban area teachers feel more stressful situation compare to rural area teachers. Those teachers who live in the joint family feel less stress compare to teachers who live in a nuclear family. This research work is very useful to prepare list of activities to reduce teachers mental stress. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=stress%20measurement%20scale" title="stress measurement scale">stress measurement scale</a>, <a href="https://publications.waset.org/abstracts/search?q=level%20of%20stress" title=" level of stress"> level of stress</a>, <a href="https://publications.waset.org/abstracts/search?q=validity" title=" validity"> validity</a>, <a href="https://publications.waset.org/abstracts/search?q=reliability" title=" reliability"> reliability</a>, <a href="https://publications.waset.org/abstracts/search?q=norms" title=" norms"> norms</a> </p> <a href="https://publications.waset.org/abstracts/97843/a-study-of-stress-and-coping-strategies-of-school-teachers" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/97843.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">196</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3701</span> Non-Violent Perspectives in Teacher Training Programs: Challenging Inequality Through Empathy and Compassion</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Gaston%20Bacquet">Gaston Bacquet</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In light of existing social and structural violence in Chilean higher education which has resulted in instances of inequality, exclusion and discrimination, this research study attempted to provide trainee teachers in Chile with non-violent tools to deal with the tensions arising from these issues. Through a participatory action research design framed within a series of non-violent, non-Western perspectives, this study provided co-participants with opportunities to discuss current problems affecting HE in Chile stemming from the aforementioned violence, to think about strategies to address these and the challenges they might encounter. The study, which involved two different groups of trainee teachers from Chilean universities, consisted of two iterations of the action research cycle (planning – acting – observing – reflecting) carried out over two 3-months periods. Findings reveal instances of forced cultural assimilation, bullying, and direct and structural violence as key issues to address, and a strong individualistic mindset trumping collective well-being as the main challenge to bring non-violent strategies into their classrooms. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=non-violence%20education" title="non-violence education">non-violence education</a>, <a href="https://publications.waset.org/abstracts/search?q=contemplative%20pedagogy" title=" contemplative pedagogy"> contemplative pedagogy</a>, <a href="https://publications.waset.org/abstracts/search?q=participatory%20action%20research" title=" participatory action research"> participatory action research</a>, <a href="https://publications.waset.org/abstracts/search?q=dialogical%20education" title=" dialogical education"> dialogical education</a> </p> <a href="https://publications.waset.org/abstracts/153859/non-violent-perspectives-in-teacher-training-programs-challenging-inequality-through-empathy-and-compassion" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/153859.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">93</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3700</span> The Perception of Stallholders About the Early Childhood Education Male Teachers: A Systematic Review</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Endale%20Fantahun%20Tadesse">Endale Fantahun Tadesse</a>, <a href="https://publications.waset.org/abstracts/search?q=Sabika%20Khalid"> Sabika Khalid</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The global call for increased male representation in early childhood education (ECE) has garnered significant attention. Emerging studies have indicated that involving men in ECE can yield positive outcomes for children's physical and psychological development. Challenging the prevailing misconception and stereotype that women dominate the ECE sector is crucial. In light of this, the present study undertakes a systematic review of nine studies on males working in ECE, revealing a dearth of male presence in the field in China as well. To address this issue, substantial structural changes must be implemented to enhance the inadequate pay and working conditions that dissuade both men and women from pursuing a sustainable career in ECE. It is recommended that school leadership raise awareness among female teachers and parents, encouraging them to support and uphold virtuous values for male teachers. Additionally, governing bodies should provide explicit guidelines during training programs to address concerns regarding potential abuse and gender biases. The findings of this review underscore the need for future studies to examine the self-identities of male teachers from various stakeholders' perspectives and explore the consequences of being in the profession through rigorous and robust methodologies that can inform policymakers. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=male%20teachers" title="male teachers">male teachers</a>, <a href="https://publications.waset.org/abstracts/search?q=Early%20Childhood%20Education%20%28ECE%29" title=" Early Childhood Education (ECE)"> Early Childhood Education (ECE)</a>, <a href="https://publications.waset.org/abstracts/search?q=self-identity" title=" self-identity"> self-identity</a>, <a href="https://publications.waset.org/abstracts/search?q=perception%20of%20stakeholders" title=" perception of stakeholders"> perception of stakeholders</a> </p> <a href="https://publications.waset.org/abstracts/186171/the-perception-of-stallholders-about-the-early-childhood-education-male-teachers-a-systematic-review" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/186171.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">40</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3699</span> Exploring the Experiences of Transnational TESOL Professionals about Their Writing Assessment Practices: A Critical Ethnography in the Saudi EFL Context</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Abdullah%20Alshakhi">Abdullah Alshakhi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study aims to explore the assessment practices of transnational western teachers in Saudi EFL writing classrooms. The study adopts a critical ethnographic approach to understand the views and the experiences of four transnational TESOL professionals about how they navigate and negotiate their writing assessment practices in the Saudi EFL context. The qualitative data were collected through classroom observations and video recordings of the classroom teaching, which were followed by semi-structured interviews with the four TESOL teachers from Australia, England, USA, and Ireland. The data were analyzed from three perspectives of these transnational TESOL teachers in the Saudi EFL context: as a transnational teacher in monolingual context, as a transitional teacher abides by the prescribed curriculum and assessment instructions, and as a transnational teacher’s vision for monolingual students. The results of the study revealed that owing to the transnational teachers’ lack of understanding of the Saudi monolingual culture, bureaucratic structures, and top-down assessment policies in the institute where they work, their teaching and assessment of writing and other language skills are negatively affected and consequently had to be modified. Also, the Saudi learners’ lack of interest and their lower level of English proficiency pose serious challenges to those transnational teachers’ writing assessment practices. More often, the teachers find the prescribed writing curriculum and assessment tools ineffective in the Saudi EFL context. Because of these experiences, the transnational teachers in this study have exhibited their awareness of their monolingual/monoculture background, Saudi’s cultural and religious values, and institutional structures, which have helped them customize or supplement the writing assessment practices accordingly. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=critical%20ethnography" title="critical ethnography">critical ethnography</a>, <a href="https://publications.waset.org/abstracts/search?q=Saudi%20EFL%20context" title=" Saudi EFL context"> Saudi EFL context</a>, <a href="https://publications.waset.org/abstracts/search?q=TESOL%20professionals" title=" TESOL professionals"> TESOL professionals</a>, <a href="https://publications.waset.org/abstracts/search?q=transnationalism" title=" transnationalism"> transnationalism</a>, <a href="https://publications.waset.org/abstracts/search?q=writing%20assessment" title=" writing assessment"> writing assessment</a> </p> <a href="https://publications.waset.org/abstracts/109767/exploring-the-experiences-of-transnational-tesol-professionals-about-their-writing-assessment-practices-a-critical-ethnography-in-the-saudi-efl-context" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/109767.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">113</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3698</span> Students and Teachers Perceptions about Interactive Learning in Teaching Health Promotion Course: Implication for Nursing Education and Practice</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ahlam%20Alnatour">Ahlam Alnatour</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Background: To our knowledge, there is lack of studies that describe the experience of studying health promotion courses using an interactive approach, and compare students’ and teachers perceptions about this method of teaching. The purpose of this study is to provide a comparison between student and teacher experiences and perspectives in learning health promotion course using interactive learning. Design: A descriptive qualitative design was used to provide an in-depth description and understanding of students’ and teachers experiences and perceptions of learning health promotion courses using an interactive learning. Study Participants: About 14 fourteen students (seven male, seven female) and eight teachers at governmental university in northern Jordan participated in this study. Data Analysis: Conventional content analysis approach was used for participants’ scripts to gain an in-depth description for both students' and teacher’s experiences. Results: The main themes emerged from the data analysis describing the students’ and teachers perceptions of the interactive health promotion class: teachers’ and students positive experience in adopting interactive learning, advantages and benefits of interactive teaching, barriers to interactive teaching, and suggestions for improvement. Conclusion: Both teachers and students reflected positive attitudes toward interactive learning. Interactive learning helped to engage in learning process physically and cognitively. Interactive learning enhanced learning process, promote student attention, enhanced final performance, and satisfied teachers and students accordingly. Interactive learning approach should be adopted in teaching graduate and undergraduate courses using updated and contemporary strategies. Nursing scholars and educators should be motivated to integrate interactive learning in teaching different nursing courses. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=interactive%20learning" title="interactive learning">interactive learning</a>, <a href="https://publications.waset.org/abstracts/search?q=nursing" title=" nursing"> nursing</a>, <a href="https://publications.waset.org/abstracts/search?q=health%20promotion" title=" health promotion"> health promotion</a>, <a href="https://publications.waset.org/abstracts/search?q=qualitative%20study" title=" qualitative study"> qualitative study</a> </p> <a href="https://publications.waset.org/abstracts/83245/students-and-teachers-perceptions-about-interactive-learning-in-teaching-health-promotion-course-implication-for-nursing-education-and-practice" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/83245.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">250</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3697</span> Influences on Female Gender Identity and Role in Pre-School, Saudi Arabian: Analyzing Children's Perspectives through Narratives and Teachers' Pedagogies</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mona%20Alzahrani">Mona Alzahrani</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Microworld theories can help to define the many influences on female development. In this research, theories together with narratives have been used to discover the reality of children’s gender perceptions in Saudi Arabia. Today, Saudi Arabia is considered a ‘closed and conserved’ society due to tribal, cultural and religious factors. This study focuses on how young girls in Saudi Arabia learn about what is expected of them as females. Cultural beliefs and experiences contribute to children’s notions of identity. Moreover, significant others such as more experienced peers, teachers, parents, and other members of a society can influence a child’s development of knowledge through interactions within their social world. There are dominant influences from the Saudi State. These influences have very strong devices and perceptions of what or how a female should act and be. However, children may have other viewpoints, as it also needs to be considered that the Internet and other media sources could have an influence. Consequently, difficulties could exist for these young children to feel an authentic sense of belonging. The study gathered data using a multi-method approach that elicited the perspectives of the children using ‘multiple modes of expression’ such as observations, story-telling, picture prompt cards, group interviews, drawings and annotations. For this study, prompts and a book was devised, specifically, for use in a Saudi setting. It was found that Saudi young girls in preschool were heteronomous, mainly influenced by culture and society, in their perceptions of female gender and role. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Saudi%20Arabia" title="Saudi Arabia">Saudi Arabia</a>, <a href="https://publications.waset.org/abstracts/search?q=pre-school" title=" pre-school"> pre-school</a>, <a href="https://publications.waset.org/abstracts/search?q=female" title=" female"> female</a>, <a href="https://publications.waset.org/abstracts/search?q=teachers" title=" teachers"> teachers</a>, <a href="https://publications.waset.org/abstracts/search?q=gender" title=" gender"> gender</a>, <a href="https://publications.waset.org/abstracts/search?q=identity" title=" identity"> identity</a>, <a href="https://publications.waset.org/abstracts/search?q=role" title=" role"> role</a> </p> <a href="https://publications.waset.org/abstracts/94408/influences-on-female-gender-identity-and-role-in-pre-school-saudi-arabian-analyzing-childrens-perspectives-through-narratives-and-teachers-pedagogies" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/94408.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">151</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3696</span> Investigating Teachers’ Confidence and Beliefs in Using Technology in Teaching Mathematics in Rwandan Secondary Schools</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Odette%20Umugiraneza">Odette Umugiraneza</a>, <a href="https://publications.waset.org/abstracts/search?q=Etienne%20Nzaramyimana"> Etienne Nzaramyimana</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Confidence and beliefs are the main contributors to the improvement of teachers’ mathematical knowledge. The objective of this study was to investigate teachers’ confidence and beliefs towards technology use in teaching mathematics subjects in the Musanze District. The data were collected using closed and open questions. These were distributed to 118 secondary school senior 1 to 6 mathematics teachers in Musanze district. The findings revealed that the teachers’ confidence about the use of technology in teaching mathematics needs improvement. Apart from confidence, almost a third of the teachers convoyed negative beliefs that technology plays great importance in promoting the understanding of mathematics. Teachers as knowledge transmitters are required to join various professional courses towards technology integration in the teaching of mathematics, to improve the effectiveness of teaching and learning. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=knowledge" title="knowledge">knowledge</a>, <a href="https://publications.waset.org/abstracts/search?q=technology" title=" technology"> technology</a>, <a href="https://publications.waset.org/abstracts/search?q=teachers%E2%80%99%20confidence" title=" teachers’ confidence"> teachers’ confidence</a>, <a href="https://publications.waset.org/abstracts/search?q=beliefs" title=" beliefs"> beliefs</a>, <a href="https://publications.waset.org/abstracts/search?q=barriers%20of%20technology%20use" title=" barriers of technology use"> barriers of technology use</a> </p> <a href="https://publications.waset.org/abstracts/166185/investigating-teachers-confidence-and-beliefs-in-using-technology-in-teaching-mathematics-in-rwandan-secondary-schools" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/166185.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">126</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3695</span> A Study of Teachers’ View on Modern Methods of Teaching Regarding the Quality of Instruction in Shiraz High Schools</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Nasrin%20Badrkhani">Nasrin Badrkhani</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Teaching is an interaction between the teacher, student, and the concept being taught, especially within the classroom setting. As society increasingly values thoughtful and creative individuals, there is a growing need to adopt modern, active teaching methods. These methods should engage students in activities that foster problem-solving, creativity, cooperation, and scientific thinking skills. Modern teaching methods emphasize student involvement, gradual and continuous learning (process-centered approaches), and holistic evaluation of students' abilities and talents. A shift from teacher-centered to student-centered teaching is crucial. Among these modern methods are group work, role-playing, group discussions, and activities that engage students in evaluating societal values. This research employs a survey and a 38-question Likert scale questionnaire to explore teachers' perspectives on the impact of modern teaching methods on the quality of education. The study also examines the relationship between these perspectives and variables such as gender, major, and teaching experience. The statistical population consists of high school teachers in Shiraz, Iran, with sampling done using the Morgan table. Discriminant analysis was used for the initial analysis of the questions, and Cronbach's Alpha test was employed for the final examination. SPSS Software was used for statistical analysis, including T-tests and one-way ANOVA. The results indicate that teachers in this city generally have positive attitudes towards the use of modern teaching methods, except when it comes to engaging in judgments concerning societal values. There is no significant difference in viewpoints based on gender or educational background. The findings are consistent with similar studies conducted both within Iran and internationally. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=learning" title="learning">learning</a>, <a href="https://publications.waset.org/abstracts/search?q=modern%20methods" title=" modern methods"> modern methods</a>, <a href="https://publications.waset.org/abstracts/search?q=student" title=" student"> student</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher" title=" teacher"> teacher</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching" title=" teaching"> teaching</a> </p> <a href="https://publications.waset.org/abstracts/188387/a-study-of-teachers-view-on-modern-methods-of-teaching-regarding-the-quality-of-instruction-in-shiraz-high-schools" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/188387.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">25</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3694</span> Exploring Inclusive Culture and Practice: The Perspectives of Macao Teachers in Informing Inclusive Teacher Education Programmes in Higher Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Elisa%20Monteiro">Elisa Monteiro</a>, <a href="https://publications.waset.org/abstracts/search?q=Kiiko%20Ikegami"> Kiiko Ikegami</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The inclusion of children with diverse learning needs and/or disabilities in regular classrooms has been identified as crucial to the provision of educational equity and quality for all students. In this, teachers play an essential role, as they have a strong impact on student attainment. Whilst the adoption of inclusive practice is increasing, with potential benefits for the teaching profession, there is also a rise in the level of its challenges in Macao as many more students with learning disabilities are now being included in general education classes. Consequently, there has been a significant focus on teacher professional development to ensure that teachers are adequately prepared to teach in inclusive classrooms that give access to diverse students. Major changes in teacher education will need to take place to include more inclusive education content and to equip teachers with the necessary skills in the area of inclusive practice. This paper draws on data from in-depth interviews with 20 teachers to examine teachers’ views of support, challenges, and barriers to inclusive practices at the school and classroom levels. Thematic analysis was utilised to determine major themes within the data. Several themes emerged and serve to illustrate the identified barriers and the potential value of effective teacher education. Suggestions for increased professional development opportunities for inclusive education specific to higher education institutions are presented and the implications for practice and teacher education are discussed. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=inclusion" title="inclusion">inclusion</a>, <a href="https://publications.waset.org/abstracts/search?q=inclusive%20practice" title=" inclusive practice"> inclusive practice</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher%20education" title=" teacher education"> teacher education</a>, <a href="https://publications.waset.org/abstracts/search?q=higher%20education" title=" higher education"> higher education</a> </p> <a href="https://publications.waset.org/abstracts/164661/exploring-inclusive-culture-and-practice-the-perspectives-of-macao-teachers-in-informing-inclusive-teacher-education-programmes-in-higher-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/164661.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">86</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3693</span> Teachers’ Emotional Experience in Online Classes in Adult Education in Selected European Countries</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Andreas%20Ahrens">Andreas Ahrens</a>, <a href="https://publications.waset.org/abstracts/search?q=Jelena%20Zascerinska"> Jelena Zascerinska</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Emotions are crucial in online classes in adult education. Despite that, little attention was devoted to the emotional experience of being an online teacher in the field of andragogy, and the online teacher’s emotional perspectives in ever-changing environments have to be analysed. The paper aims the analysis of teachers’ emotional experience in online classes in adult education in selected European countries. The research tends to propose implications for training teachers who work in online classes in adult education. The survey was conducted in April 2022. In the selected European countries, 78 respondents took part in the study. Among them, 30 respondents represented Germany, 28 respondents participated in the study in Greece, and 20 respondents from Italy took part in the survey. The theoretical findings allow for defining teacher emotional experience. The analysis of the elements of the respondents’ emotional experience allows concluding that teachers’ attitude to online classes has to be developed. The key content for teacher training is presented. Directions for further work are proposed. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=adult%20education" title="adult education">adult education</a>, <a href="https://publications.waset.org/abstracts/search?q=emotions" title=" emotions"> emotions</a>, <a href="https://publications.waset.org/abstracts/search?q=online%20classes" title=" online classes"> online classes</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher%20emotional%20experience" title=" teacher emotional experience"> teacher emotional experience</a> </p> <a href="https://publications.waset.org/abstracts/153780/teachers-emotional-experience-in-online-classes-in-adult-education-in-selected-european-countries" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/153780.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">222</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3692</span> Exploring Art Teacher Voice: Canadian Education - Local and International Perspectives</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Amy%20Atkinson">Amy Atkinson</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Teacher burnout and dissatisfaction is a concerning challenge for visual art (VA) programs within the western (Canadian) educational context, however VA programs who offer the International Baccalaureate (IB) curriculum within international schools are thriving. The purpose of this research was to investigate the experiences of Canadian-educated seasoned VA teachers within a range of curriculums, administrative systems and locations focusing on issues related to the VA teaching experience such as viability of the artist-teacher relationship, teaching satisfaction and teacher burnout. Research was conducted using an auto-ethnography approach coupled with a comparative case study method using in-depth interviews. Insights were uncovered into VA teacher’s lived experience, values and decisions, occupational ideology, cultural knowledge, and perspectives. Research for creation methods were explored to develop a creative narrative to amplify teacher voice; endeavouring to make the obscure vivid, empathy possible, direct attention to individuality and locate the universal. Case study results sustain ethnographic observations revealing that VA teachers are experiencing more efficacy, satisfaction and success, with less burn out within the international school/IB context. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=international%20baccalaureate" title="international baccalaureate">international baccalaureate</a>, <a href="https://publications.waset.org/abstracts/search?q=autoethnography" title=" autoethnography"> autoethnography</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher%20voice" title=" teacher voice"> teacher voice</a>, <a href="https://publications.waset.org/abstracts/search?q=visual%20arts" title=" visual arts"> visual arts</a> </p> <a href="https://publications.waset.org/abstracts/136639/exploring-art-teacher-voice-canadian-education-local-and-international-perspectives" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/136639.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">184</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3691</span> Investigating Mathematics Teachers' Knowledge of the Effective Teaching Strategies</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Zafer%20F.%20Alshehri">Zafer F. Alshehri</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper investigated mathematics teachers' knowledge of the effective teaching strategies at the Southern Region of Saudi Arabia. Specifically, it aimed to identify a list of the effective strategies of teaching mathematics; the extent of mathematics teachers' knowledge of these strategies; and the differences (if any) of mathematics teachers' knowledge of these strategies regarding scientific degree, teaching experience, and educational sage. To achieve that, the researcher used the descriptive approach for preparing a list of effective mathematics teaching strategies and developing a questionnaire of a sample of (240) mathematics teachers. As a result, there were differences in teachers' knowledge of the effective teaching strategies, which ranked as a low, and the highest knowledge was in favor of higher degrees. In addition, there were a few recommendations and suggestions for developing mathematics teachers' knowledge of effective teaching strategies, such as involving in workshops of mathematics teaching strategies, integrating technology into mathematics teaching, and using research findings in the instruction process. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=mathematics%20teaching%20knowledge" title="mathematics teaching knowledge">mathematics teaching knowledge</a>, <a href="https://publications.waset.org/abstracts/search?q=mathematics%20teachers" title=" mathematics teachers"> mathematics teachers</a>, <a href="https://publications.waset.org/abstracts/search?q=effective%20mathematics%20teaching%20strategies" title=" effective mathematics teaching strategies"> effective mathematics teaching strategies</a> </p> <a href="https://publications.waset.org/abstracts/22233/investigating-mathematics-teachers-knowledge-of-the-effective-teaching-strategies" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/22233.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">511</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3690</span> Enhancing Chinese Foreign Language Teachers’ Intercultural Competence: An Action Research Study</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Wei%20Hing%20Rosenkvist">Wei Hing Rosenkvist</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In the past few decades, concerns and demands of promoting student intercultural communicative competence in foreign language education have been increasing along with the rapid growth of information technologies and globalization in the 21st century. In Sweden, related concepts such as internationalization, global citizenship, multiculturalism, and intercultural communication, are also keywords that would be found in the written learning objectives of foreign language education at all levels. Being one of the leading higher institutes in distance education in Europe, Dalarna University clearly states that after completion of the teacher education program, students shall understand the needs for integrating internationalization, intercultural and global perspective in teaching and learning in Swedish schools and implement their studies to promote education in an international and global context. Even though many teachers and educators agree with the institutes’ mission and vision about the importance of internationalization and the need to increase student understanding of intercultural and global perspectives, they might find this objective unattainable and restricted due to the nature of the subject and their knowledge of intercultural competence. When conducting a comprehensive Chinese language course for the students who are going to become Chinese foreign language teachers, the researcher found that all the learning objectives are linguistic oriented while grammatical components dominate the entire course. Apparently, there is a gap between the learning objectives of the course and the DU’s mission of fostering an international learner with intercultural and globalized perspectives. How to include this macro-learning objective in a foreign language course is a great challenge to the educator. Although scholars from different academic domains have provided different theoretical frameworks and approaches for developing student intercultural competence, research that focuses on the didactic perspectives of developing student intercultural competence in teaching Chinese as a foreign language education (CFL) is limited, and practical examples are rare. This challenge has motivated the researcher to conduct an action research study that aims at integrating DU’s macro-learning objective in a current CFL course through different didactic practices to develop the student's intercultural competence. This research study aims to, firstly, illustrate the cross-cultural knowledge integrated into the present Chinese language course for developing intercultural competence. Secondly, it investigates different didactic means that can be utilized to deliver cross-cultural knowledge to student teachers in the present course without generating dramatic disturbance of the syllabus. Thirdly, it examines the effectiveness of these didactic means in enhancing student-teacher intercultural competence regarding the need for integrating and implementing internationalization, intercultural and global perspectives in teaching and learning in Swedish schools. Last but not least, it intends to serve as a practical example for developing the student teachers’ intercultural competence in foreign language education in DU and fill in the research gap of this academic domain worldwide. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=action%20research" title="action research">action research</a>, <a href="https://publications.waset.org/abstracts/search?q=intercultural%20competence" title=" intercultural competence"> intercultural competence</a>, <a href="https://publications.waset.org/abstracts/search?q=Chinese%20as%20a%20foreign%20language%20education" title=" Chinese as a foreign language education"> Chinese as a foreign language education</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher%20education" title=" teacher education"> teacher education</a> </p> <a href="https://publications.waset.org/abstracts/122217/enhancing-chinese-foreign-language-teachers-intercultural-competence-an-action-research-study" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/122217.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">104</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3689</span> Perspectives of Pre-service Teachers on Vocational Pedagogy in Technical and Vocational Education and Training Teaching</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Siphokazi%20Vimbelo">Siphokazi Vimbelo</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Abstract - TVET colleges were established to equip students with the necessary skills for careers in a variety of fields such as business, tourism, engineering, and hospitality. TVET teachers are responsible for preparing students and for ensuring that students acquire these necessary skills. This calls for the pedagogies currently utilized in the TVET classroom. Occupational programmes that are being introduced in TVET colleges in South Africa will necessitate vocational pedagogy, which focuses on how individuals learn effectively in skill-oriented knowledge areas. Furthermore, limited research exists on the obstacles encountered by pre-service TVET educators as they develop vocational pedagogy-based lessons. Hence, this research will specifically examine the difficulties encountered by pre-service teachers in creating lesson plans rooted in vocational teaching methods. The preservice teachers are the students in the first year of the Advanced Diploma in Technical and Vocational Teaching (ADTVT). After brainstorming vocational pedagogy, the preservice teachers will develop lessons rooted in vocational pedagogy. Following that, the preservice teachers will participate in interviews to reflect on their lesson preparation process and discuss the challenges they encountered during the preparation. Thematic analysis will be used to analyse the data. It would be fascinating to discover the obstacles and exchange thoughts with academics from other Higher Education Institutions (HEIs) that also provide the same course, since it is a new program. Furthermore, the results will assist Cape Peninsula University of Technology (CPUT) academics in partnering with other academics to create various strategies for tackling challenges and determining priorities in implementing vocational education for a new student population. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=preservice%20teachers" title="preservice teachers">preservice teachers</a>, <a href="https://publications.waset.org/abstracts/search?q=TVET" title=" TVET"> TVET</a>, <a href="https://publications.waset.org/abstracts/search?q=TVET%20teaching" title=" TVET teaching"> TVET teaching</a>, <a href="https://publications.waset.org/abstracts/search?q=vocational%20pedagogy" title=" vocational pedagogy"> vocational pedagogy</a> </p> <a href="https://publications.waset.org/abstracts/182913/perspectives-of-pre-service-teachers-on-vocational-pedagogy-in-technical-and-vocational-education-and-training-teaching" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/182913.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">74</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3688</span> Situated Professional Development: Examining Strengths, Challenges, and Ways Forward</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Youmen%20Chaaban">Youmen Chaaban</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The study examined the influence of a situated professional development program (PD) aimed at enhancing English language teachers’ knowledge and skills and improving their instructional practices. The PD model under examination was developed upon sound theoretical underpinnings, taking into consideration research-based principles of effective PD. However, the implementation of the PD model within several school contexts required further investigation from the perspectives of the teachers, who were receiving the PD activities, and the instructional coaches, who were providing them. The paper, thus, presents the results of a qualitative study examining the perceptions of seventeen English language teachers and nineteen instructional coaches about the strengths of the PD program, the challenges they faced in the implementation of the program, and their suggestions for the improvement of the program’s implementation and outcomes. Comparisons were further made between the two groups of participants to uncover agreements and contradictions in their perceptions. Data were collected from the teachers through in-depth interviews and observations, while the data collected from the instructional coaches were open-ended surveys followed by focus group interviews. The findings of the study confirm the necessity of structuring PD activities around sound theoretical underpinnings. However, practical considerations specific to the contexts where the PD activities take place should be considered when evaluating the PD’s effectiveness. Finally, the study provides several recommendations for maximizing the influence of the PD program on teachers’ practices and beliefs. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=English%20language%20teachers" title="English language teachers">English language teachers</a>, <a href="https://publications.waset.org/abstracts/search?q=situated%20professional%20development" title=" situated professional development"> situated professional development</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher%20beliefs" title=" teacher beliefs"> teacher beliefs</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher%20practices" title=" teacher practices"> teacher practices</a> </p> <a href="https://publications.waset.org/abstracts/82148/situated-professional-development-examining-strengths-challenges-and-ways-forward" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/82148.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">159</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3687</span> A Case for Q-Methodology: Teachers as Policymakers</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Thiru%20Vandeyar">Thiru Vandeyar</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The present study set out to determine how Q methodology may be used as an inclusive education policy development process. Utilising Q-methodology as a strategy of inquiry, this qualitative instrumental case study set out to explore how teachers, as a crucial but often neglected human resource, may be included in developing policy. A social constructivist lens and the theoretical moorings of Proudford’s emancipatory approach to educational change anchored in teachers’ ‘writerly’ interpretation of policy text was employed. Findings suggest that Q-method is a unique research approach to include teachers’ voices in policy development. Second, that beliefs, attitudes, and professionalism of teachers to improve teaching and learning using ICT are integral to policy formulation. The study indicates that teachers have unique beliefs about what statements should constitute a school’s information and communication (ICT) policy. Teachers’ experiences are an extremely valuable resource in and should not be ignored in the policy formulation process. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=teachers" title="teachers">teachers</a>, <a href="https://publications.waset.org/abstracts/search?q=q-methodology" title=" q-methodology"> q-methodology</a>, <a href="https://publications.waset.org/abstracts/search?q=education%20policy" title=" education policy"> education policy</a>, <a href="https://publications.waset.org/abstracts/search?q=ICT" title=" ICT"> ICT</a> </p> <a href="https://publications.waset.org/abstracts/155432/a-case-for-q-methodology-teachers-as-policymakers" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/155432.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">87</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3686</span> SHIFT: Examining Preservice Teachers’ Perceptions on Digital Citizenship Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Cachanda%20K.%20Orellana">Cachanda K. Orellana</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study examined preservice teachers’ perceptions of their role in digital citizenship education. Data was gathered via surveys and coursework from the preservice teachers’ instructional technology course. Pre-service teachers were asked about their role in digital citizenship education during a unit on digital dilemmas. Findings suggest that teacher education programs should consider digital citizenship education as more than the acquisition of a set of skills and behaviors and prepare preservice teachers to support students’ ability to engage in ethical decision-making in digital spaces. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=digital%20citizenship" title="digital citizenship">digital citizenship</a>, <a href="https://publications.waset.org/abstracts/search?q=digital%20dilemmas" title=" digital dilemmas"> digital dilemmas</a>, <a href="https://publications.waset.org/abstracts/search?q=pre-service%20teachers" title=" pre-service teachers"> pre-service teachers</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher%20education" title=" teacher education"> teacher education</a> </p> <a href="https://publications.waset.org/abstracts/135188/shift-examining-preservice-teachers-perceptions-on-digital-citizenship-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/135188.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">172</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3685</span> Language Ideology and Classroom Discursive Practices in ESL Classrooms</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Hema%20Vanita%20Kesevan">Hema Vanita Kesevan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study investigated the impact of teacher’s language ideology on their classroom discursive practice in ESL / EFL classrooms. It examines teachers’ perceptions of the use of local variety of Malaysian English in the classroom. The investigation shows that although teachers and students are against its use in the classroom, it is widely employed. The participants of this study consist of two Malaysian non-native English teachers with different linguistic and cultural backgrounds. This study employs a comparative case study approach which focuses on the teachers and their classroom discourse practice. There are two modes of inquiry used in this study: classroom observation and semi-guided interviews. The findings are of interest to ESL / EFL teachers, policy makers and language researchers in the Malaysian and other similar ESL / EFL contexts. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=language%20ideology" title="language ideology">language ideology</a>, <a href="https://publications.waset.org/abstracts/search?q=Malaysian%20English" title=" Malaysian English"> Malaysian English</a>, <a href="https://publications.waset.org/abstracts/search?q=native%20teachers" title=" native teachers"> native teachers</a>, <a href="https://publications.waset.org/abstracts/search?q=non-native%20teachers" title=" non-native teachers"> non-native teachers</a> </p> <a href="https://publications.waset.org/abstracts/71702/language-ideology-and-classroom-discursive-practices-in-esl-classrooms" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/71702.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">517</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3684</span> The Impact of Sensory Overload on Students on the Autism Spectrum in Italian Inclusive Classrooms: Teachers' Perspectives and Training Needs</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Paola%20Molteni">Paola Molteni</a>, <a href="https://publications.waset.org/abstracts/search?q=Luigi%20d%E2%80%99Alonzo"> Luigi d’Alonzo</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Background: Sensory issues are now considered one of the key aspects in defining and diagnosing autism, changing the perspectives on behavioural analysis and intervention in mainstream educational services. However, Italian teachers’ training is yet not specific on the topic of autism and its sensory-related effects and this research investigates the teacher’s capability in understanding the student’s needs and his/her challenging behaviours considering sensory perceptions. Objectives: The research aims to analyse mainstream schools teachers’ awareness on students’ sensory perceptions and how this affects classroom inclusion and learning process. The research questions are: i) Are teachers able to identify student’s sensory issues?; ii) Are trained teachers more able to identify sensory problems then untrained ones?; iii) What is the impact of sensory issues on inclusion in mainstream classrooms?; iv) What should teachers know about autistic sensory dimensions? Methods: This research was designed as a pilot study that involves a multi-methods approach, including action and collaborative research methodology. The designed research allows the researcher to catch the complexity of a province school district (from kindergarten to high school) through a deep detailed analysis of selected aspects. The researcher explored the questions described above through 133 questionnaires and 6 focus groups. The qualitative and quantitative data collected during the research were analysed using the Interpretative Phenomenological Analysis (IPA). Results: Mainstream schools teachers are not able to confidently recognise sensory issues of children included in the classroom. The research underlines: how professionals with no specific training on autism are not able to recognise sensory problems in students on the spectrum; how hearing and sight issues have higher impact on classroom inclusion and student’s learning process; how a lack of understanding is often followed by misinterpretations of the impact of sensory issues and challenging behaviours. Conclusions: As this research has shown, promoting and enhancing the importance of understanding sensory issues related to autism is fundamental to enable mainstream schools teachers to define educational and life-long plans able to properly answer the student’s needs and support his/her real inclusion in the classroom. This study is a good example of how the educational research can meet and help the daily practice in working with people on the autism spectrum and support the training design for mainstream school teachers: the emerging need of designed preparation on sensory issues is fundamental to be considered when planning school district in-service training programmes, specifically declined for inclusive services. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=autism%20spectrum%20condition" title="autism spectrum condition">autism spectrum condition</a>, <a href="https://publications.waset.org/abstracts/search?q=scholastic%20inclusion" title=" scholastic inclusion"> scholastic inclusion</a>, <a href="https://publications.waset.org/abstracts/search?q=sensory%20overload" title=" sensory overload"> sensory overload</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher%27s%20training" title=" teacher's training"> teacher's training</a> </p> <a href="https://publications.waset.org/abstracts/34453/the-impact-of-sensory-overload-on-students-on-the-autism-spectrum-in-italian-inclusive-classrooms-teachers-perspectives-and-training-needs" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/34453.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">319</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3683</span> Influence of the Induction Program on Novice Teacher Retention In One Specialized School in Nur-Sultan</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Almagul%20Nurgaliyeva">Almagul Nurgaliyeva</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The phenomenon of novice teacher attrition is an urgent issue. The effective mechanisms to increase the retention rate of novice teachers relate to the nature and level of support provided at an employing site. This study considered novice teacher retention as a motivation-based process, which is based on a variety of support activities employed to satisfy novice teachers’ needs at an early career stage. The purpose of the study was to examine novice teachers’ perceptions of the effectiveness of the induction program and other support structure(s) at a secondary school in Nur-Sultan. The study was guided by Abraham Maslow’s (1943) theory of motivation. Maslow’s hierarchy of needs was used as a theoretical framework to identify the novice teachers’ primary needs and the extent to which the induction programs and other support mechanisms provided by the school administrators fulfill those needs. One school supervisor and eight novice teachers (four current and four former novice teachers) with a maximum of four years of teaching experience took part in the study. To investigate the perspectives and experiences of the participants, an online semi-structured interview was utilized. The responses were collected and analyzed. The study revealed four major challenges: educational, personal-psychological, sociological, and structural which are seen as the main constraints during the adaptation period. Four induction activities, as emerged from the data, are being carried out by the school to address novice teachers’ challenges: socialization activities, mentoring programs, professional development, and administrative support. These activities meet novice teachers’ needs and confront the challenges they face. Sufficient and adequate support structures provided to novice teachers during their first years of working experience is essential, as they may influence their decision to remain in the teaching profession, thereby reducing the attrition rate. The study provides recommendations for policymakers and school administrators about the structure and the content of induction program activities. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=beginning%20teacher%20induction" title="beginning teacher induction">beginning teacher induction</a>, <a href="https://publications.waset.org/abstracts/search?q=induction%20programme" title=" induction programme"> induction programme</a>, <a href="https://publications.waset.org/abstracts/search?q=orientation%20programmes" title=" orientation programmes"> orientation programmes</a>, <a href="https://publications.waset.org/abstracts/search?q=adaptation%20challenges" title=" adaptation challenges"> adaptation challenges</a>, <a href="https://publications.waset.org/abstracts/search?q=novice%20teacher%20retention" title=" novice teacher retention"> novice teacher retention</a> </p> <a href="https://publications.waset.org/abstracts/162244/influence-of-the-induction-program-on-novice-teacher-retention-in-one-specialized-school-in-nur-sultan" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/162244.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">89</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3682</span> Investigating the Relationship Between Iranian EFL Teachers’ Motivation, Creativity and Job Stress</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mehrab%20Karimian">Mehrab Karimian</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The present study was designed to find the relationship between Iranian teachers' motivation, their creativity and their job stress. To achieve such goals, 101 EFL teachers, through convenient sampling from different institutes of Shiraz and Fasa, took part in this study. The researcher utilized three instruments, including the Motivation to Teach Questionnaire (MTQ), the Teacher Creativity Questionnaire, and the Job Stress Questionnaire. By running the Pearson correlation coefficient, the findings emphasized that there was a statistically significant positive relationship between Iranian EFL teachers' motivation and their creativity. Moreover, the finding of this study revealed that there was a statistically significant positive relationship between Iranian EFL teachers' motivation and their job stress. Also, according to the results of this study, there was no statistically significant relationship between Iranian EFL teachers' creativity and their job stress. Besides, by utilizing multiple regression analyses, the finding highlighted that just teachers' creativity was able to strongly predict the variance in teachers' motivation. Each of the other variables, namely gender, teachers' job stress, and years of teaching experience individually and collectively, did not predict teachers' motivation. The pedagogical implications of the findings are thoroughly presented. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=creativity" title="creativity">creativity</a>, <a href="https://publications.waset.org/abstracts/search?q=job%20stress" title=" job stress"> job stress</a>, <a href="https://publications.waset.org/abstracts/search?q=gender" title=" gender"> gender</a>, <a href="https://publications.waset.org/abstracts/search?q=years%20of%20teaching%20experience" title=" years of teaching experience"> years of teaching experience</a> </p> <a href="https://publications.waset.org/abstracts/181871/investigating-the-relationship-between-iranian-efl-teachers-motivation-creativity-and-job-stress" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/181871.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">58</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3681</span> Examining EFL Teachers Level of Self-efficacy for Teaching English in Language Classrooms</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Zahra%20Mirsanjari">Zahra Mirsanjari</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Research in the field of education has widely documented that teachers’ sense of efficacy has strong impacts on various aspects of teaching and learning. The present study is an attempt to examine Iranian EFL teachers’ degree of self-efficacy for teaching English. The data required for the study was gathered from Iranian EFL teachers teaching English as a foreign language in different schools and language institutes in Iran. Data were collected using Teacher’s Sense of Efficacy Scale (TSES). Results identified four dimensions of teachers’ English teaching-specific sense of efficacy: instructional strategies, classroom Management, Student Engagement, and Oral English Language Use.It was also found that teachers rated their self-efficacy in teaching English at a moderate level in the dimensions of instructional strategies, classroom management, and student engagement. Results have implications for language teachers and practitioners. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=self-efficacy" title="self-efficacy">self-efficacy</a>, <a href="https://publications.waset.org/abstracts/search?q=English%20Language%20teaching" title=" English Language teaching"> English Language teaching</a>, <a href="https://publications.waset.org/abstracts/search?q=EFL%20teachers" title=" EFL teachers"> EFL teachers</a>, <a href="https://publications.waset.org/abstracts/search?q=language%20teachers%20and%20practitioners." title=" language teachers and practitioners."> language teachers and practitioners.</a> </p> <a href="https://publications.waset.org/abstracts/36289/examining-efl-teachers-level-of-self-efficacy-for-teaching-english-in-language-classrooms" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/36289.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">460</span> </span> </div> </div> <ul class="pagination"> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=teachers%27%20perspectives&page=1" rel="prev">&lsaquo;</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=teachers%27%20perspectives&page=1">1</a></li> <li class="page-item active"><span class="page-link">2</span></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=teachers%27%20perspectives&page=3">3</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=teachers%27%20perspectives&page=4">4</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=teachers%27%20perspectives&page=5">5</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=teachers%27%20perspectives&page=6">6</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=teachers%27%20perspectives&page=7">7</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=teachers%27%20perspectives&page=8">8</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=teachers%27%20perspectives&page=9">9</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=teachers%27%20perspectives&page=10">10</a></li> <li class="page-item disabled"><span class="page-link">...</span></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=teachers%27%20perspectives&page=124">124</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=teachers%27%20perspectives&page=125">125</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=teachers%27%20perspectives&page=3" rel="next">&rsaquo;</a></li> </ul> </div> </main> <footer> <div id="infolinks" class="pt-3 pb-2"> <div class="container"> <div style="background-color:#f5f5f5;" class="p-3"> <div class="row"> <div class="col-md-2"> <ul class="list-unstyled"> About <li><a href="https://waset.org/page/support">About Us</a></li> <li><a href="https://waset.org/page/support#legal-information">Legal</a></li> <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/WASET-16th-foundational-anniversary.pdf">WASET celebrates its 16th foundational anniversary</a></li> </ul> </div> <div class="col-md-2"> <ul class="list-unstyled"> Account <li><a href="https://waset.org/profile">My Account</a></li> </ul> </div> <div class="col-md-2"> <ul class="list-unstyled"> Explore <li><a href="https://waset.org/disciplines">Disciplines</a></li> <li><a href="https://waset.org/conferences">Conferences</a></li> <li><a href="https://waset.org/conference-programs">Conference Program</a></li> <li><a href="https://waset.org/committees">Committees</a></li> <li><a href="https://publications.waset.org">Publications</a></li> </ul> </div> <div class="col-md-2"> <ul class="list-unstyled"> Research <li><a href="https://publications.waset.org/abstracts">Abstracts</a></li> <li><a href="https://publications.waset.org">Periodicals</a></li> <li><a href="https://publications.waset.org/archive">Archive</a></li> </ul> </div> <div class="col-md-2"> <ul class="list-unstyled"> Open Science <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/Open-Science-Philosophy.pdf">Open Science Philosophy</a></li> <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/Open-Science-Award.pdf">Open Science Award</a></li> <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/Open-Society-Open-Science-and-Open-Innovation.pdf">Open Innovation</a></li> <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/Postdoctoral-Fellowship-Award.pdf">Postdoctoral Fellowship Award</a></li> <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/Scholarly-Research-Review.pdf">Scholarly Research Review</a></li> </ul> </div> <div class="col-md-2"> <ul class="list-unstyled"> Support <li><a href="https://waset.org/page/support">Support</a></li> <li><a href="https://waset.org/profile/messages/create">Contact Us</a></li> <li><a href="https://waset.org/profile/messages/create">Report Abuse</a></li> </ul> </div> </div> </div> </div> </div> <div class="container text-center"> <hr style="margin-top:0;margin-bottom:.3rem;"> <a href="https://creativecommons.org/licenses/by/4.0/" target="_blank" class="text-muted small">Creative Commons Attribution 4.0 International License</a> <div id="copy" class="mt-2">© 2024 World Academy of Science, Engineering and Technology</div> </div> </footer> <a href="javascript:" id="return-to-top"><i class="fas fa-arrow-up"></i></a> <div class="modal" id="modal-template"> <div class="modal-dialog"> <div class="modal-content"> <div class="row m-0 mt-1"> <div class="col-md-12"> <button type="button" class="close" data-dismiss="modal" aria-label="Close"><span aria-hidden="true">×</span></button> </div> </div> <div class="modal-body"></div> </div> </div> </div> <script src="https://cdn.waset.org/static/plugins/jquery-3.3.1.min.js"></script> <script src="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/js/bootstrap.bundle.min.js"></script> <script src="https://cdn.waset.org/static/js/site.js?v=150220211556"></script> <script> jQuery(document).ready(function() { /*jQuery.get("https://publications.waset.org/xhr/user-menu", function (response) { jQuery('#mainNavMenu').append(response); });*/ jQuery.get({ url: "https://publications.waset.org/xhr/user-menu", cache: false }).then(function(response){ jQuery('#mainNavMenu').append(response); }); }); </script> </body> </html>