Search results for: creative arts teachers

Authors: Sudirman

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Competence is a term describing capability that correlates with a person’s occupation. The competence of a teacher consists of four, i.e., pedagogical, professional, personality and social competence. These four components are implemented during interacting with students to motivate the students and improve their achievement. The objective of this qualitative study is to explore the roles and contributions of certified teachers in alleviating the issue of poverty to promote a sustainable development. The data comprise primary and secondary data which were generated from observation, interview, documentation and library research. Furthermore, this study offers in-depth information regarding the performance of the teachers in coping with poverty and sustaining development. The result shows that the teacher’s competence positively contributes to the improvement of students’ achievement. This helps the students to prepare for the real work experience by which it results in a better income and, therefore, alleviate poverty. All in all, the quality of today’s teachers can be measured by their contribution in enhancing the students’ competence prior to entering real work, resulting in a wealthy society. This is to deal with poverty and conceptualizing a sustainable development.

Keywords: competence, development, poverty, teachers

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Authors: Prakash Singh

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The focus of this exploratory study is on whether teachers demonstrate emphatic concern for their learners in planning, implementing and assessing learning outcomes in their regular classrooms. Empathy must be shown to all learners equally and not only for high-risk learners at the expense of other ability learners. Empathy demonstrated by teachers allows them to build a stronger bond with all their learners. This bond based on trust leads to positive outcomes for learners to be able to excel in their work. Empathic teachers must make every effort to simplify the subject matter for high risk learners so that these learners not only enjoy their learning activities but are also successful like their more able peers. A total of 87.5% of the participants agreed that empathy allows teachers to demonstrate humanistic values in their choice of learning materials for learners of different abilities. It is therefore important for teachers to select content and instructional materials that will contribute to the learners’ success in the mainstream of education. It is also imperative for teachers to demonstrate empathic skills and consequently, to be attuned to the emotions and emotional needs of their learners. Schools need to be reformed, not by simply lengthening the school day or by simply adding more content in the curriculum, but by making school more satisfying to learners. This must be consistent with their diverse learning needs and interests so that they gain a sense of power, fulfillment, and importance in their regular classrooms. Hence, teacher - pupil relationships based on empathic concern for the latter’s educational needs lays the foundation for quality education to be offered.

Keywords: emotional intelligence, empathy, learners’ emotional needs, teachers’ empathic skills

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Authors: Kenneth Kapalu Muzata, Dikeledi Mahlo, Pinkie Mabunda Mabunda

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This paper presents results of a study conducted to establish special education teachers’ knowledge and application of curriculum adaptation of the 2013 revised curriculum in Zambia. From a sample of 134 respondents (120 special education teachers, 12 education officers, and 2 curriculum specialists), the study collected both quantitative and qualitative data to establish whether teachers understood and applied the concept of curriculum adaptation in teaching learners with special education needs. To obtain data validity and reliability, the researchers collected data by use of mixed methods. Semi-structured questionnaires and interviews were administered. Lesson Observations and post-lesson discussions were conducted on 12 selected teachers from the 120 sample that answered the questionnaires. Frequencies, percentages, and significant differences were derived through the statistical package for social sciences. Qualitative data were analyzed with the help of NVIVO qualitative software to create themes and obtain coding density to help with conclusions. Both quantitative and qualitative data were concurrently compared and related. The results revealed that special education teachers lacked a thorough understanding of the concept of curriculum adaptation, thus denying learners with special education needs the opportunity to benefit from the revised curriculum. The teachers were not oriented on the revised curriculum and hence facing numerous challenges trying to adapt the curriculum. The study recommended training of special education teachers in curriculum adaptation.

Keywords: curriculum adaptation, special education, learners with special education needs, special education teachers

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Authors: Maheshwari Payal, Shapurkar Mayaan

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The present research aimed at studying the awareness and attitudes of teachers towards inclusive education. The sample consisted of 60 teachers, teaching in the primary section (1st – 4th) of regular schools affiliated to the SSC board in Mumbai. The sample was selected by Multi-stage cluster sampling technique. A semi-structured self-constructed interview schedule and a self-constructed attitude scale were used to study the awareness of teachers about disability and Inclusive education, and their attitudes towards inclusive education respectively. Themes were extracted from the interview data and quantitative data was analyzed using SPSS package. Results revealed that teachers had some amount of awareness but an inadequate amount of information on disabilities and inclusive education. Disability to most (37) teachers meant “an inability to do something”. The difference between disability and handicap was stated by most as former being cognitive while handicap being physical in nature. With regard to Inclusive education, a large number (46) stated that they were unaware of the term and did not know what it meant. The majority (52) of them perceived maximum challenges for themselves in an inclusive set up, and emphasized on the role of teacher training courses in the area of providing knowledge (49) and training in teaching methodology (53). Although, 83.3% of teachers held a moderately positive attitude towards inclusive education, a large percentage (61.6%) of participants felt that being in inclusive set up would be very challenging for both children with special needs and without special needs. Though, most (49) of the teachers stated that children with special needs should be educated in a regular classroom, but they further clarified that only those should be in a regular classroom who have physical impairments of mild or moderate degree.

Keywords: attitude, awareness, inclusive education, teachers

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Authors: Dina L. DiSantis

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The Japan-U.S. Teacher Exchange Program for Education for Sustainable Development (ESD) provides an opportunity for teachers from the United States and Japan to travel to each other’s countries in order to experience and learn how each country is implementing efforts to educate for sustainability. By offering programs such as the Japan-U.S. Teacher Exchange Program for Education for Sustainable Development (ESD); teachers from both countries become more aware of what ESD school programs and curricula are being implemented in both countries. Teachers gain a greater sense of global interconnectedness when they are given the opportunity to share in each other’s culture and life. The primary objectives of the program are to foster a mutual exchange between the teachers in the United States and Japan, to increase an understanding of culture and educational systems, to give teachers opportunities to collaborate on lessons and projects in areas of sustainability and to enhance professional development opportunities for both U.S and Japanese teachers. The two areas of focus for teachers, are food education and environmental education. Teachers from both countries collaborate and design curriculum and projects for their students in order to help them become more aware of the importance of global sustainability. An overview of the program and the results of an international collaborative project, encouraging local eating and forging a cultural connection to food will be presented.

Keywords: education for sustainable development, environmental education, food education, international collaboration

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Authors: Annemari Munk Svendsen, Jesper Tinggaard Svendsen

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The purpose of this study was to investigate different discourses about the body, movement and the main progression in and aim of Physical Education (PE) that are immersed within Physical Education Teacher Education (PETE) textbooks. The study was based on an examination of Danish PETE course documents listing 296 educational texts prescribed by PETE teachers for PETE programs in Denmark. It presents a more specific analysis of the 20 most used textbooks in Danish PETE. The study found three different discourses termed: (1) Developing the potential for sport, (2) Basis for creative sensing and (3) Being part of a cultural ballast. These discourses represent different ways of conceptualising and appraising PE as a school subject. The results also suggest that PETE textbooks are deeply involved in the (re)construction, struggling and ‘working’ of classical discourses in PE. Furthermore, that PETE textbooks comprise powerful documents that through their recurrent use of high modality are tending to be unequivocal in their suggestions for PE practices. On the basis of these findings, the presentation suggests that PETE teachers may use textbook analysis in the educational program as a tool for enhancing critical reflections upon central ideological dilemmas in PE.

Keywords: critical discourse analysis, critical reflection, physical education teacher education, textbooks

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Authors: Jay Martin L. Dionaldo

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This study aimed to develop a causal model on the performance of the basic education teachers in the Division of Malaybalay City for the school year 2018-2019. This study used the responses of 300 randomly selected basic education teachers of Malaybalay City, Bukidnon. They responded to the three sets of questionnaires patterned from the National Education Association (2018) on instructional leadership of teachers, the questionnaire of Caluza et al., (2017) for information and communications technology competencies and the questionnaire on the teachers’ performance using the Individual Performance Commitment and Review Form (IPCRF) adopted by the Department of Education (DepEd). Descriptive statistics such as mean for the description, correlation for a relationship, regression for the extent influence, and path analysis for the model that best fits teachers’ performance were used. Result showed that basic education teachers have a very satisfactory level of performance. Also, the teachers highly practice instructional leadership practices in terms of coaching and mentoring, facilitating collaborative relationships, and community awareness and engagement. On the other hand, they are proficient users of ICT in terms of technology operations and concepts and basic users in terms of their pedagogical indicators. Furthermore, instructional leadership, coaching and mentoring, facilitating collaborative relationships and community awareness and engagement and information and communications technology competencies; technology operations and concept and pedagogy were significantly correlated toward teachers’ performance. Coaching and mentoring, community awareness and engagement, and technology operations and concept were the best predictors of teachers’ performance. The model that best fit teachers’ performance is anchored on coaching and mentoring of the teachers, embedded with facilitating collaborative relationships, community awareness, and engagement, technology operations, and concepts, and pedagogy.

Keywords: information and communications technology, instructional leadership, coaching and mentoring, collaborative relationship

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Authors: S. da Costa, D. Páez, E. Martínez, A. Torres, M. Beramendi, D. Hermosilla, M. Muratori

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This study examined the association between creative performance, organizational climate and leadership, affectivity, shared flow, and group decision making. The sample consisted of 315 cadets of a military academic unit of South America. Satisfaction with the decision-making process during a creative task was associated with the usefulness and effectiveness of the ideas generated by the teams with a weighted average correlation of r = .18. Organizational emotional climate, positive and innovation leadership were associated with this group decision-making process r = .25, with shared flow, r = .29 and with positive affect felt during the performance of the creative task, r = .12. In a sequential mediational analysis positive organizational leadership styles were significantly associated with decision-making process and trough cohesion with utility and efficacy of the solution of a creative task. Satisfactory decision-making was related to shared flow during the creative task at collective or group level, and positive affect with flow at individual level.This study examined the association between creative performance, organizational climate and leadership, affectivity, shared flow, and group decision making. The sample consisted of 315 cadets of a military academic unit of South America. Satisfaction with the decision-making process during a creative task was associated with the usefulness and effectiveness of the ideas generated by the teams with a weighted average correlation of r = .18. Organizational emotional climate, positive and innovation leadership were associated with this group decision-making process r = .25, with shared flow, r = .29 and with positive affect felt during the performance of the creative task, r = .12. In a sequential mediational analysis positive organizational leadership styles were significantly associated with decision-making process and trough cohesion with utility and efficacy of the solution of a creative task. Satisfactory decision-making was related to shared flow during the creative task at collective or group level, and positive affect with flow at individual level.

Keywords: creativity, innovation, military, organization, teams

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Authors: Taibat Busari

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Electronic media has created new options for enhancing education. It has long been providing innovative methods for arousing students’ attention in learning and improves teachers’ performance in disseminating instructional contents. However, the advancement of electronic media has increased the flexibility, availability, accessibility and improved communications among students-students, students-teacher, and teacher-students. This study investigated: (i) teachers’ accessibility to, and utilization of electronic media for teaching basic science and technology in Ilorin metropolis; (ii) the influence of school proprietorship on teachers’ access to and utilization of electronic media for teaching and; the influence of teachers’ gender on the use of electronic media. The research was a descriptive design using the survey method. The study sample was drawn for private and public secondary schools in Ilorin Metropolis. The respondents were 285 basic science and technology teachers, which comprised of 146 males and 139 females. A structured researcher designed questionnaire was used to gather data for the study. Pilot study was carried out on mini sample of 20 basic science and technology teachers in five schools which are not part of the study’s population. It was then subjected to Cronbach’s Alpha and yielded the values 0.794 for availability, 0.730 for accessibility and 0.84 for utilization of electronic media. The research questions were answered using mean and percentage while research hypotheses one and two was tested using t- test. The findings of the study showed that: (i) electronic media are available for teaching basic science and technology; (ii) teachers’ had access to electronic media for teaching; (iii) teachers’ utilized electronic media for teaching basic science and technology; (iv) there was no significant difference between teachers’ utilization of electronic media for teaching; (v) there was no significant difference between teachers’ utilization of electronic media for teaching based on school proprietorship. The study, therefore, concluded that teachers’ had access to electronic media and utilized it for teaching purposes. Gender had no influence on teachers’ access to and utilization on electronic media for teaching and also, school proprietorship had no influence on access and utilization of electronic media for teaching. Based on findings it was recommended that electronic media should be made available and utilized in all schools across the nation to improve the learning rate of the students.

Keywords: electronic media, basic science and technology, teachers' accessibility, Nigeria

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Authors: Ezayra Dubria, Leonora Yambao

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Mother Tongue–Based Multilingual Education (MTB-MLE) is a salient part of the recent reform in the country’s Education system which is the implementation of the K to 12 Basic Education Program. Its importance is highlighted by the passing of Republic Act 10523, otherwise known as the ‘Enhanced Basic Education Act of 2013’. However, teachers, especially new teachers encounter problems in using mother tongue as medium of instruction. Fortunately, teachers are able to create strategies which address these problems. Specifically, this paper gathered the viewpoints of teachers in using mother tongue and analyzed the different problems and strategies used. The problems encountered by teachers are lack of instructional materials written in mother tongue, especially books, lack of vocabulary, lack of teacher training, and influences of social media to learners. The strategies which address these problems are translation of literary pieces and other instructional materials, vocabulary enrichment through the use of word-of-the-day and picture-word association, remedial class, storytelling, differentiated instruction, explicit teaching, individual and group activities, and utilization of multilingual teaching.

Keywords: mother tongue-based instruction, multilingualism, problems, strategies

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Authors: Narges Nemati, Mohammadreza Fallahpour, Hossein Bozorgian

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Reading is one of the receptive skills which has an important role in improving other skills like writing and speaking. Furthermore, language learners can acquire plenty of vocabularies and become more acquainted with written expression through reading. Also, negative attitudes toward reading can cause negligible reading comprehension, which could prompt poor performance in the English language. Considering the fact that reading instruction was discussed as a low priority skill in the field of EFL teacher education, this study attempted to investigate EFL teachers’ attitudes toward reading instruction. Therefore, to serve the purpose of this study, a mixed-method approach was utilized by inviting 100 Iranian EFL teachers who taught at English language institutes of Iran to fill out a validated questionnaire on teachers’ attitude toward reading. Subsequently, 10 participants were randomly selected for further observations and interview sessions to evaluate the differences between their stated attitude and their actual practices. The findings from analyzing questionnaires, observations, and interviews revealed that EFL teachers’ stated attitude toward reading instruction was positive; whereas, due to some reasons like lack of time, scarcity of interesting passages, and lack of interest in reading long passages, teachers did not show positive actual attitude toward teaching reading skill.

Keywords: English as foreign language classroom, English language, reading skill, teachers' attitude

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Authors: Meiying Liao, Poya Huang

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The aesthetic domain is one of the six major domains in the Taiwanese preschool curriculum, encompassing visual arts, music, and dramatic play. Its primary objective is to cultivate children’s abilities in exploration and awareness, expression and creation, and response and appreciation. The purpose of this study was to explore the effects of hosting a vocal music concert on aesthetic inspiration and learning among preschoolers in a preschool setting. The primary research method employed was a case study focusing on a private preschool in Northern Taiwan that organized a school-wide event featuring two vocalists. The concert repertoires included children’s songs, folk songs, and arias performed in Mandarin, Hakka, English, German, and Italian. In addition to professional performances, preschool teachers actively participated by presenting a children’s song. A total of 5 classes, comprising approximately 150 preschoolers, along with 16 teachers and staff, participated in the event. Data collection methods included observation, interviews, and documents. Results indicated that both teachers and children thoroughly enjoyed the concert, with high levels of acceptance when the program was appropriately designed and hosted. Teachers reported that post-concert discussions with children revealed the latter’s ability to recall people, events, and elements observed during the performance, expressing their impressions of the most memorable segments. The concert effectively achieved the goals of the aesthetic domain, particularly in fostering response and appreciation. It also inspired preschoolers’ interest in music. Many teachers noted an increased desire for performance among preschoolers after exposure to the concert, with children imitating the performers and their expressions. Remarkably, one class extended this experience by incorporating it into the curriculum, autonomously organizing a high-quality concert in the music learning center. Parents also reported that preschoolers enthusiastically shared their concert experiences at home. In conclusion, despite being a single event, the positive responses from preschoolers towards the music performance suggest a meaningful impact. These experiences extended into the curriculum, as firsthand exposure to performances allowed teachers to deepen related topics, fostering a habit of autonomous learning in the designated learning centers.

Keywords: concert, early childhood music education, aesthetic education, music develpment

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Authors: Nadir Ali Mugheri

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This study has explored the perceptions of English language teachers (ELT) regarding use of technology in learning English as a second language (L2) at Universities in Pakistan. In this regard, 200 ELT teachers from 80 leading universities were selected through a judgmental sampling method. Results established that most of the teachers supported integration and incorporation of technology in the language classroom so as to teach L2 in an effective and efficient way. This study unearthed that the teachers termed the use of technology in learning English as a second language (ESL) as a positive step towards enhancing the learning capabilities and improving the personal traits of the students or learners. Findings suggest that the integration of technology in the language learning makes the learners within the classroom active and enthusiastic, and the teachers need to be equipped with the latest knowledge of mobile assisted language learning (MALL) and computer assisted language learning (CALL) so that they may ensure use of this innovative technology in their teaching practices. Results also indicated that the technology has proved itself a stimulus for improving language in the ELT milieu. The use of technology helps teachers develop themselves professionally. This study discovered that there are many determinants that make teaching and learning within the classroom efficacious, while the use of technology is one of them. Data was collected through qualitative design in order to get a complete depiction. Semi-structured interviews were conducted and analyzed through thematic analysis.

Keywords: english language teaching, computer assisted language learning, use of technology, thematic analysis

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Authors: Soni Nopembri

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The objective of this research is to evaluate the implementation of teaching games for Understanding model by conducting action to physical education teacher who have got long teaching experience. The research applied Participatory Action Research. The subjects of this research were 19 physical education teachers who had got training of Teaching Games for Understanding. Data collection was conducted intensively through a questionnaire, in-depth interview, Focus Group Discussion (FGD), observation, and documentation. The collected data was analysis zed qualitatively and quantitatively. The result showed that physical education teachers had got an appropriate interpretation on TGfU model. Some indicators that were the focus of this research indicated this points; they are: (1) physical education teachers had good understanding toward TGfU model, (2) PE teachers’ competence in applying TGfU model on Physical Education at school were adequate, though some improvement were needed, (3) the influence factors in the implementation of TGfU model, in sequence, were teacher, facilities, environment, and students factors, (4) PE teachers’ perspective toward TGfU model were positively good, although some teachers were less optimistic toward the development of TGfU model in the future.

Keywords: TGfU, physical education teacher, teaching games, FGD

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Authors: Hong Bum Kim

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Health technology (HT) area have high growth potential because of global trends such as ageing and economical development. For its high employment effect and capability for creating new business, HT is being considered as one of the major next-generation growth power. Particularly, convergence technologies which are emerged by fusion of HT and other technological area is emphasized for new industry creation in Korea, as a part of Creative Economy. In this study, current status of HT area in Korea is analyzed. The aspect of transition in emphasized technological area of HT-related national R&D enterprise is statistically reviewed. Current level of HT-related technologies such as BT, IT and NT is investigated in this context. Existing research system for HT-convergence technology development such as establishment of research center is also analyzed. Finally, proposed research support system such as system of legislation for developing HT area as one of the main component of Creative Economy in Korea will be analyzed. Analysis of technology trend and policy will help to draw a new direction in progression of R&D enterprise in HT area. Improvement of policy such as legal system reorganization and measure of social agreement for burden of expense could be deduced based on these results.

Keywords: HT, creative economy, policy, national R&D programs

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Authors: Rachel C. F. Sun

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This study aimed to examine the similarities and differences between teachers’ and students’ causal explanations of classroom misbehavior. In-depth semi-structured interviews were conducted with twelve teachers and eighteen Grade 7-9 students. The qualitative data were analyzed, in which the attributed causes of classroom misbehavior were categorized into student, family, school, and peer factors. Findings showed that both interviewed teachers and students shared similarity in attributing to student factors, such as ‘fun and pleasure seeking’ and ‘attention seeking’ as the leading causes of misbehavior. However, the students accounted to school factors, particularly ‘boring lessons’ as the next attributed causes, while the teachers accounted to family factors, such as ‘lack of parent demandingness’. By delineating the factors at student, family, school, and peer levels, these findings help drawing corresponding implications for preventing and mitigating misbehavior in school.

Keywords: causal explanation, misbehavior, student, teacher

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Authors: Mustafa Jahanara

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The purpose of the research was to study the relationship between self-esteem, self-Efficacy with psychological distress in the high school teachers. A total of 245 teachers (92 male and 153 female) in the high school of Kabul and Mazar-e-Sharif from Afghanistan completed inventories General Self-Efficacy, Rosenberg Self-Esteem Scale, and General Health Questionnaire-12 and that assessed their Self-Efficacy, self-esteem with psychological distress. Correlational analysis showed that self-efficacy and self-esteem were significantly and positively correlated with each other. The results of the study indicated that psychological distress is negatively related to self-esteem, and self-efficacy. However, the findings suggest that self-esteem, and self-efficacy could influence on mental health.

Keywords: high school teachers, self-esteem, self-efficacy, psychological distress

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Authors: Vladimira Hornackova, Jana Kottasova, Zuzana Vanova, Anna Jungrova

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Present study deals with drama education in preschool education. The research made in this field brings a qualitative comparative survey with the aim to find out the use of methods and techniques of drama education in preschool education at university or secondary school graduate preschool teachers. The research uses a content analysis and an unstandardized questionnaire for preschool teachers and obtained data are processed with the help of descriptive methods and correlations. The results allow a comparison of aspects applied through drama in preschool education. The research brings impulses for education improvement in kindergartens and inspiration for university study programs of drama education in the professional training of preschool teachers.

Keywords: drama education, preschool education, preschool teacher, research

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Authors: Greg Fetzer

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One of the fundamental tensions of creative work is between the need to be passionate and persistent in advancing novel and risky ideas and the need to be flexible, revising, or even abandoning ideas in favor of others. The tension becomes fraught in part because of the attachment that creators have toward their ideas. Idea attachment is defined here as a multifaceted concept referring to affection, passion, and connection toward a target—in this case, one’s projects or ideas. Yet feeling attached can make creators resistant to feedback, making them less flexible and leading them to escalate commitment. Despite a growing understanding of how attachment develops and evolves in response to project changes, feedback, and creative jolts, we still know relatively little about the organizational dynamics that may shape idea attachment. Through a qualitative, inductive study of early-stage R&D scientists in the pharmaceutical industry, this research finds that scientists develop bounded attachment, a mindset that limits emotional attachment to ideas while still fostering engagement in idea development. This research develops a process model of how bounded attachment is developed and enacted across three stages of the creative process, idea generation, idea evaluation, and outcome assessment, as well as the role that organizational practices and professional identity play in shaping this process: these collective practices provided structures to ensure ideas were evaluated in a rational (i.e. non-emotional way) while also providing socioemotional support in the face of setbacks. Together, this process led to continued creative engagement across ideas in a portfolio and helped scientists construct a sense of meaningful work despite a high likelihood (and frequency) of failure.

Keywords: creativity, innovation, organizational practices, qualitative, attachment

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Authors: Elham Fariborzi, Hoda Anvari Kazemabad

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Today, ICT plays an important role in all matters and it affects the development of creative cities. According to virtual space in this technology, it use especially for expand terms like smart schools, Virtual University, web-based training and virtual classrooms that is in parallel with the traditional teaching. Nowadays, the educational systems in different countries such as Iran are changing and start increasing creativity in the learning environment. It will contribute to the development of innovative ideas and thinking of the people in this environment; such opportunities might be cause scientific discovery and development issues. The creativity means the ability to generate ideas and numerous, new and suitable solutions for solving the problems of real and virtual individuals and society, which can play a significant role in the development of creative current physical cities or virtual borders ones in the future. The purpose of this paper is to study strategies to increase creativity in a virtual learning to develop a creative city. In this paper, citation/ library study was used. The full description given in the text, including how to create and enhance learning creativity in a virtual classroom by reflecting on performance and progress; attention to self-directed learning guidelines, efficient use of social networks, systematic discussion groups and non-intuitive targeted controls them by involved factors and it may be effective in the teaching process regarding to creativity. Meanwhile, creating a virtual classroom the style of class recognizes formally the creativity. Also the use of a common model of creative thinking between student/teacher is effective to solve problems of virtual classroom. It is recommended to virtual education’ authorities in Iran to have a special review to the virtual curriculum for increasing creativity in educational content and such classes to be witnesses more creative in Iran's cities.

Keywords: virtual learning, creativity, e-learning, bioinformatics, biomedicine

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Authors: Özge Özsoy

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Teachers usually complain that their students do not study enough to further practice the subjects they have covered in class. Teachers tend to focus on how often and hard they should study rather than finding out the main reasons why most students avoid doing any extra work to improve their skills. In this study, with the use of exploratory practice method, 40 English preparatory class students at Anadolu University will discuss this puzzle through an in-class discussion and create posters describing the reasons for and solutions to it. The overlapping data from the posters will be categorized in two sections as reasons and solutions in a final poster. The study aims at revealing the student perspective of a common puzzle that troubles many teachers.

Keywords: exploratory practice, extra work, puzzle, students, teachers

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Authors: Jane Mullen

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Little research has been undertaken on adult dyslexia and the impact it has on those who have professional careers. There are many complexities behind the career decisions people make, but for teachers who are dyslexic, it can be even more complex. Dyslexia particularly impacts on written and verbal communication, as well as planning and organisation skills which are essential skills for a teacher. As the teachers are aware of their areas of weakness many, make the conscious decision not to disclose their disability at work. In England, the reduction to three attempts to pass the compulsory English and Maths tests prior to undertaking teacher training may mean that dyslexics are now excluded from trying to enter the profession. Together with the fact that dyslexic teachers often chose to remain ‘hidden’ the situation appears to be counter to the inclusive rhetoric that dominates the current educational discourse. This paper is based on in-depth narrative research that has been undertaken with a small group of teachers who are dyslexic in England and firstly explores the strategies and resources that the teachers have found useful. The narratives of the teachers are full of difficulties as well as diversity, consequently, the paper secondly examines how life experiences have impacted on the way the teachers see their dyslexia and how it affects them professionally. Using a narrative methodology enables the teachers to tell their ‘stories’ of how they feel their dyslexia impacts on their lives professionally. The first interview centred around a limited number of semi structured questions about family background, educational experiences, career development, management roles and professional disclosure. The second interview focused on the complexities of being a teacher who is dyslexic and to ‘unlock’ some of their work based narratives visual elicitation was used. Photographs of work-based strategies, issues or concerns were sent to the researcher and these were used as the basis for discussion in the second interview. The paper concludes by discussing possible reasonable adjustments and professional development that might benefit teachers who are dyslexic.

Keywords: dyslexia, life history, narrative, professional, professional development, strategies, teachers

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Authors: Pragya Paneru

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This paper explores ten primary teachers’ views on gender representation in primary-level textbooks altogether. Data was collected from the teachers who taught in private schools in Kailali and Kathmandu District. This research uses a semi-structured interview method to obtain information regarding teachers’ attitudes toward gender representations in textbook content. The interview data were analysed by using critical skills of qualitative research analysis methods, as suggested by Saldana and Omasta (2018). The findings revealed that most of the teachers were unaware and regarded gender issues as insignificant to discuss in primary-level classes. Most of them responded to the questions personally and claimed that there were no gender issues in their classrooms. Some of the teachers connected gender issues with contexts other than textbook representations, such as school discrimination in the distribution of salary among male and female teachers, school practices of awarding girls rather than boys as the most disciplined students, following girls’ first rule in the assembly marching, encouraging only girls in the stage shows, and involving students in gender-specific activities such as decorating works for girls and physical tasks for boys. The interview also revealed teachers’ covert gendered attitudes in their remarks. Nevertheless, most of the teachers accepted that gender-biased contents have an impact on learners, and this problem can be solved with more gender-centred research in the education field, discussions, and training to increase awareness regarding gender issues. Agreeing with the suggestion of teachers, this paper recommends proper training and awareness regarding how to confront gender issues in textbooks.

Keywords: content analysis, gender equality, school education, critical awareness

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Authors: Antoine Vikkey Hinson, Ranty Jolianelle Dassi, Menonli Adjobimey, Rose Mikponhoue, Paul Ayelo

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Introduction: The psychological hardship of the teaching profession maintains a chronic stress that inevitably evolves into burnout (BO) in the absence of adequate preventive measures. The objective of this study is to study the prevalence and factors associated with burnout among secondary school teachers in the city of Cotonou in 2022. Methods: This was a descriptive cross-sectional study with an analytical aim and prospective data collection that took place over a period of 2 months, from July 19 to August 19 and from October 1 to October 31, 2022. Sampling was done using a three-stage probability sampling technique. Data analysis was performed using R 4.1.1 software. Bivariate logistic regression was used to identify associated factors. The significance level chosen was 5% (p < 0.05). Results: A total of 270 teachers were included in the study, of whom 208 (77.00%) were men. The mean age of the workers was 38.03 ± 8.30 years. According to the Maslach Burnout Inventory, 58.51% of the teachers had burnout, with 41.10% of teachers in emotional exhaustion, 27.40% in depersonalization and 21.90% in loss of personal accomplishment. The severity of the syndrome was low to moderate in almost all teachers. The occurrence of BO was associated with), not practicing sports (ORa= 2,38 [1,32; 4,28]), jobs training (ORa= 1,86 [1,04; 3,34]) and an imbalance of effort/reward (ORa= 5,98 [2,24;15,98]). Conclusion: The prevalence of BO is high among secondary school teachers in the city of Cotonou. A larger scale study, including research on its consequences on the teacher and the learner, is necessary in order to act quickly to implement a prevention program.

Keywords: burnout, teachers, Maslach burnout inventory, associated factors, Benin

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Authors: Cristina Costa-Lobo, Carla B. Vestena, Filomena E. Ponte

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Creativity and intelligence are concepts that have aroused very expressive interest in the field of educational sciences and the field of psychological science since the middle of the last century since they have a great impact on the potential and well-being of individuals. However, due to progress in cognitive and positive psychology, there has been a growing interest in the psychoeducational domain of intelligence and creativity in the last decade. In this theoretical work, are analyzed comparatively the theoretical models that relate the intelligence and the creativity, are analyzed several psychoeducational intervention programs that have been implemented with a view to the promotion of creativity and signal possibilities, realities and ironies around the psychological evaluation of intelligence and creativity. In order to reach a broad perspective on creativity, the evidence is presented that points the need to evaluate different psychological domains. The psychoeducational intervention programs addressed have, with a common characteristic, the full stimulation of the creative potential of the participants, assumed as a highly valued capacity at the present time. The results point to the systematize that all interventions in the ambit of creativity have two guiding principles: all individuals can be creative, and creativity is a capacity that can be stimulated. This work refers to the importance of stimulus creativity in educational contexts, to the usefulness and pertinence of the creation, the implementation, and monitoring of flexible curricula, adapted to the educational needs of students, promoting a collaborative work among teachers, parents, students, psychologists, managers and educational administrators.

Keywords: creativity, intelligence, psychoeducational intervention programs, psychological evaluation, educational contexts

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Authors: Li-Fang CHou, Chun-Jung Tseng, Sung-Chun Tsai

Abstract:

Zhong-Yong represents unique values and cognitive beliefs of Chinese culture. Zhong-Yong thinking emphasizes (a) holistic thinking and perspective taking, (b) tolerance of contradictions, and (c) pursuance of a person’s interpersonal and inner harmony. With a unique way of naïve dialectical thinking based on Chinese culture, previous studies have found that people with higher Zhong-Yong thinking have more cognitive resources and resilience to make decision for dilemmas and cope stresses. Creativity is defined as the behavior to create novel and value products and viewed as the most important capital for individuals and enterprises. However, the relationship between Zhong-Yong thinking and creativity is still remaining to be unexplored. Three studies were conducted to explore the effects of Zhong-Yong thinking on creativity. In Study1, with 87 undergraduate students from a university in southern Taiwan as participants, we used questionnaire to measure Zhong-Yong thinking and processed creative task (unusual uses task) to get indicators of fluency and flexibility. After controlling background and openness to experience of Big five, the results showed that Zhong-Yong thinking had significant positive effects on fluency and flexibility. In Study 2, 97 undergraduate students were recruited to do Zhong-Yong thinking task and creative task. The result showed that, compared with control group, the participants had higher creative performance after being primed with Zhong-Yong thinking. In Study 3, we adopted questionnaire survey and took 397 employees from private enterprises in Taiwan as sample. Besides the main effects of Zhong-Yong thinking, the moderating effects on the relationship between leadership behavior and employee’s creative performance were also investigated. We found that (a) Zhong-Yong thinking was positively associated to creative performance; (b) Zhong-Yong thinking strengthened the positive effects of transformational and authoritative leadership on creative performance. Finally, the implications of theory/practice and limitations/future directions were also discussed.

Keywords: Zhong-Yong thinking, creativity and creative performance, unusual uses task, transformational leadership, authoritative leadership

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Authors: Robert Michael, Kayla Tobin, William Foster, Rachel Fairchild

Abstract:

The COVID-19 pandemic has caused significant disruptions in education, particularly in the teaching of health and physical education (HPE). This study examined a cohort of teachers that experienced being a preservice and first-year teacher during various stages of the pandemic. Qualitative data collection was conducted by interviewing six teachers from different schools in the Eastern U.S. over a series of structured interviews. Thematic analysis was employed to analyze the data. The pandemic significantly impacted the way HPE was taught as schools shifted to virtual and hybrid models. Findings revealed five major themes: (a) You want me to teach HOW?, (b) PE without equipment and six feet apart, (c) Behind the Scenes, (d) They’re back…I became a behavior management guru, and (e) The Pandemic Crater. Overall, this study highlights the significant challenges faced by preservice and first-year teachers in teaching physical education during the pandemic and underscores the need for ongoing support and resources to help them adapt and succeed in these challenging circumstances.

Keywords: teacher education, preservice teachers, first year teachers, health and physical education

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Authors: Seyed Razi Nousavi Gilani

Abstract:

Islamic culture and especially the Shia is full of mystical and philosophical elements. A close look at the history of Islamic civilization, which is supposed to represent the teachings and words of faith leaders with the knowledge and use of the philosophical and mystical concepts, has influenced Islamic art. This article explains the influence of Shiite Islamic teachings and their teachings of mystical elements on Islamic art and examines as case studies in the arts such as architecture, calligraphy and painting. These arts have always been associated with mystical and philosophical teachings in view of traditional artists.

Keywords: mystics, Islamic Art, Islamic culture, mystic

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Authors: Pornnapat Berndt

Abstract:

The purpose of this research is to explore challenge and opportunities to establish cultural learning center of Wayang Artwork for creative tourism within the house of Mr. Sa-ngat Jaiprom. To accomplish the goals and objectives, qualitative research will be applied. The research instruments used are observation, questionnaires (pretest and posttest), basic interviews, in-depth interviews and interviewed of key local informants. The study also uses both primary data and secondary data. From research result, it is revealed that the sample groups more realized valuable heritage value after learning about the history of wayang and the way to practices. The sample group indicated that it not too difficult for them to carving Wayang artwork as they have knowledge about Thai art before. However, in their opinion, they comment that it might difficult for others who have no basic knowledge to learn to carve wayang artwork.

Keywords: creative tourism, local community, cultural learning center, wayang artwork  

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Authors: Yan Li, Qi-Fan Jia, Jie Zhou

Abstract:

In today’s China, primary and secondary teachers are living a hard life with high pressure but low payment, which results in a sense of unfair and less satisfaction of life. However, teachers’ life satisfaction is a significant factor of their mental health and plays an important role in the development and progress of the society. This study was aimed to explore the effect of teachers’ perception of social justice on life satisfaction. 450 primary and secondary teachers from China were measured with life satisfaction scales, social justice scales, income satisfaction scale, job satisfaction scale, pressure condition scale, and major life event scale. Results showed their pressure is significantly higher than average, while life satisfaction, job satisfaction, income satisfaction and perceived social justice are lower. Hierarchical regression analysis showed that demographic variables, i.e., gender, age, education level and matric status, and factors related to occupation, i.e., professional title, school type and working hours per day cannot predict teachers’ life satisfaction. Teachers who had worked for 11-20 years had a lower life satisfaction compared to those with 1-5 years working experience. However, social status, monthly household income, income satisfaction, as well as job satisfaction were positively related to life satisfaction, whereas pressure condition was negatively related to it. After controlling for demographic factors and individual attitudes, social justice still had a positive effect on life satisfaction, among which distributive justice played a more important role than procedural justice. The suggestions on teachers’ condition in China and the implications for education reform to improve teachers’ mental health are discussed.

Keywords: life satisfaction, mental health, primary and secondary teachers, social justice

Procedia PDF Downloads 300